Democracy in the Night Schools of Rajastan: The Indian Children's Parliament.

ERIC Educational Resources Information Center

John, Mary

1999-01-01

The Indian Children's Parliament (Rajastan, India) emerged from the Social Work and Research Centre (later known as the Barefoot College), which provides academic and vocational classes at night for rural working children. These children contribute to family incomes, but previously their opinions were not acknowledged. Students elect 17 Parliament…

First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis

PubMed Central

Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara

2009-01-01

Kindergarten to 3rd grade mathematics achievement scores from a prospective study of mathematical development were subjected to latent growth trajectory analyses (n = 306). The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in 1st grade. The children with MLD had general deficits in working memory and IQ, and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits, but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are discussed. PMID:20046817

Effects on Aesthetic Sensitivity of Developing Perception of Musical Expressiveness

ERIC Educational Resources Information Center

Standifer, James A.

1970-01-01

An experimental group and control group were exposed to an innovative program of music education. The former group was composed of lower class children and the latter of middle class children. The greater success was achieved in working with the first group. (CK)

"I'm so Much More Myself Now, Coming Back to Work"--Working Class Mothers, Paid Work and Childcare

ERIC Educational Resources Information Center

Braun, Annette; Vincent, Carol; Ball, Stephen J.

2008-01-01

This paper explores the ways in which working class mothers negotiate mothering and paid work. Drawing on interviews with 70 families with pre-school children, we examine how caring and working responsibilities are conceptualised and presented in mothers' narratives. Mothers showed a high degree of commitment to paid work and, in contrast to…

The Social Development of Two Year Old Children in Residential Nurseries.

ERIC Educational Resources Information Center

Tizard, Jack; Tizard, Barbara

This study focuses upon some aspects of the social behavior of 2-year-old children being reared in long-stay residential nurseries. These children are compared with working class 2-year-old children being raised in two-parent homes in which the mother is not working full-time and there are no older siblings of preschool age. All children were…

Raising the Achievement of White Working Class Pupils: Good Practice in Schools

ERIC Educational Resources Information Center

Lewis, Kirstin; Demie, Feyisa

2015-01-01

This research identifies strategies that schools have used to raise achievement among white working class pupils in multiracial schools. The methodological approach comprises case studies of schools and focus group interviews to ascertain the views of teachers, parents and children about strategies that worked to raise achievement. The study…

Learning science in small multi-age groups: the role of age composition

NASA Astrophysics Data System (ADS)

Kallery, Maria; Loupidou, Thomais

2016-06-01

The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children's assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children's learning in science.

Taking a Diasporic Stance: Puerto Rican Mothers Educating Children in a Racially Integrated Neighborhood

ERIC Educational Resources Information Center

Rolon-Dow, Rosalie

2010-01-01

This article presents the perspectives of second-generation Puerto Rican mothers as they discuss their experiences educating their children in a working class, lower-middle class, racially diverse neighborhood. The article examines the racialization processes that the women and their families face, despite experiencing geographic and socioeconomic…

Growing Up with Ghosts

ERIC Educational Resources Information Center

Shafer, Susan

1976-01-01

A study of 34 third grade working class children of various ethnic backgrounds attempted to discover children's conceptions of ghosts. Children were exposed to information about ghosts and asked many "simple" and "wild" questions to elicit their conceptions. (MS)

Carrying the Beacon of Excellence: Social Class Differentiation and Anxiety at a Time of Transition.

ERIC Educational Resources Information Center

Lucey, Helen; Reay, Diane

2002-01-01

Examines ways in which current United Kingdom school-choice policies interact with parental pressures on their children to achieve excellence and how these pressures affect the emotional health of their middle- and working-class children as they make the transition from primary to secondary school. Finds serious emotional consequences (exam…

Maternal Teaching Talk within Families of Mexican Descent: Influences of Task and Socioeconomic Status.

ERIC Educational Resources Information Center

Eisenberg, Ann R.

2002-01-01

The interactions of 20 middle-class and 20 working-class Mexican American mothers and their 4-year-old children were observed during a school-type construction task (block building) and a home-type construction task (baking biscuits). Both task and socioeconomic status had significant effects on mothers' and children's conversations and behaviors.…

The Death of Meritocracy: Exams and University Admissions in Crisis

ERIC Educational Resources Information Center

Fisher, Trevor

2010-01-01

The author argues that the debate on declining social mobility has neglected the role of the examination and testing system. At all levels of education working class children are failing and middle class children achieving whatever ability levels are involved. The article focusses on the A-Level examination and the controversy over the way the…

Retardation in Intellectual Development of Lower-Class Puerto Rican Children in New York City. Final Report.

ERIC Educational Resources Information Center

Thomas, Alexander

To study the home environment of the Puerto Rican as it relates to the children's academic achievement, 45 working class families were interviewed and these variables were investigated: achievement, classroom behavior inventory in relation to academic achievement, the effect of bilinguality on academic achievement, the influence of examiner…

Teacher Perception of the Importance of Friendship and Other Outcome Priorities in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Petrina, Neysa; Carter, Mark; Stephenson, Jennifer

2017-01-01

This study investigated perceptions of teachers of children with autism spectrum disorder (ASD) on the importance of friendship development in comparison to other outcome priorities. Perceptions of teachers working in special classes were compared to those of teachers of mainstream classes. Friendship was rated of similar importance to social…

Mexican parents' and teachers' literacy perspectives and practices: construction of cultural capital.

PubMed

Reese, Leslie; Arauz, Rebeca Mejía; Bazán, Antonio Ray

2012-01-01

This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents' own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.

Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital

PubMed Central

Reese, Leslie; Arauz, Rebeca Mejía; Bazán, Antonio Ray

2011-01-01

This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents’ own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake. PMID:23288984

"Education and the Working Class": A Conversation with the Work of Dennis Marsden and His Contribution to the Sociology of Education

ERIC Educational Resources Information Center

Smyth, John

2016-01-01

This paper is both a careful analysis of a seminal piece of work in the sociology of education, as well as a passionate plea to revisit with renewed urgency, the way in which education continues to fail unacceptably large numbers of working-class children. Through closely examining the work of Dennis Marsden (with his colleague Brian Jackson) in…

Justice, fairness, and membership in a class: conceptual confusions and moral puzzles in the regulation of human subjects research.

PubMed

Iltis, Ana S

2011-01-01

This essay examines conceptual difficulties with one of the ways in which justice has been understood and applied the ethical and regulatory review of human research. Justice requires the fair distribution of the benefits and burdens of research. Class membership is seen as justifying inclusion in higher hazard-no benefit research from which members of potentially vulnerable classes, such as children, typically would be excluded. I argue that class membership does not do the justificatory work it is thought to do and that the use of class membership to justify inclusion in higher hazard-no benefit research leads to unjustified discrimination of sick children and offers special protections to healthy children. © 2011 American Society of Law, Medicine & Ethics, Inc.

Home Advantage: Social Class and Parental Intervention in Elementary Education.

ERIC Educational Resources Information Center

Lareau, Annette

Social class influences parent involvement in schooling. This book uses the case study method to compare family-school relationships in a working-class elementary school with those in an upper middle-class school, focusing on one first grade class in each school, and within the two schools, on 12 families, over the course of their children's first…

Observations of a Working Class Family: Implications for Self-Regulated Learning Development

ERIC Educational Resources Information Center

Vassallo, Stephen

2012-01-01

Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home…

Learning Science in Small Multi-Age Groups: The Role of Age Composition

ERIC Educational Resources Information Center

Kallery, Maria; Loupidou, Thomais

2016-01-01

The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by…

Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.

PubMed

Geary, David C; Hoard, Mary K; Nugent, Lara

2012-09-01

Children's (N=275) use of retrieval, decomposition (e.g., 7=4+3 and thus 6+7=6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between capacity of the central executive component of working memory, controlling for intelligence and in-class attentive behavior, and grade-related changes in children's use of these strategies. The predictor on intercept effects from multilevel models revealed that children with higher central executive capacity correctly retrieved more facts and used the most sophisticated counting procedure more frequently and accurately than their lower capacity peers at the beginning of first grade, but the predictor on slope effects indicated that this advantage disappeared (retrieval) or declined in importance (counting) from first grade to fourth grade. The predictor on slope effects also revealed that from first grade to fourth grade, children with higher capacity adopted the decomposition strategy more quickly than other children. The results remained robust with controls for children's sex, race, school site, speed of encoding Arabic numerals and articulating number words, and mathematics achievement in kindergarten. The results also revealed that intelligence and in-class attentive behavior independently contributed to children's strategy development. Copyright © 2012 Elsevier Inc. All rights reserved.

Psychological distress and work and home roles: a focus on socio-economic differences in distress.

PubMed

Matthews, S; Power, C; Stansfeld, S A

2001-05-01

Home and work factors have been linked to psychological status, but less is known about their contribution to social inequalities in psychological status. We examine whether social inequalities in psychological distress can be explained by work-home factors and whether the impact of these potential explanatory factors is similar for men and women. Data are from the 1958 British birth cohort study. We sought to explain social class differences in psychological distress at age 33. Explanatory factors were classified as work-home roles: i.e. employment, marital status, domestic responsibility, children and elderly care; and work-home characteristics: i.e. job-strain, insecurity, unsocial working hours, youngest child's age, number of children and level of involvement in childcare. A social gradient in psychological distress was found: odds ratios for classes IV and V v. I and II were 2.65 (men) and 3.02 (women). Work factors had consistently stronger associations with psychological distress and with social class among men than women. Work factors had a greater impact on class differences in psychological distress in men. Associations for home roles and characteristics were less consistent and their combined effect on class differences in distress was negligible for both sexes. Explanations for the social gradient differ for men and women. Work may be more important for men than women, but the impact of home factors was not strong during the early adulthood of this cohort.

Assembling Webs of Support: Child Domestic Workers in India

ERIC Educational Resources Information Center

Wasiuzzaman, Shaziah; Wells, Karen

2010-01-01

This paper uses ethnographic and qualitative interview data with Muslim child domestic workers, their families and employers to investigate the social ties between young workers and their employers. Our analysis shows that working-class families use children's domestic work with middle-class families as part of a web of resources to protect them…

Immersion Classes in an English Setting: One Way for les Anglais to Learn French. Working Papers on Bilingualism, No. 2.

ERIC Educational Resources Information Center

Barik, Henri; And Others

The results of the evaluation of the French immersion program at a school in a unilingual English environment are described. A battery of tests was administered to a random sample of children from the kindergarten and grade one experimental French immersion classes and to a comparison group composed of children following the regular English…

Patterns and predictors of violence against children in Uganda: a latent class analysis

PubMed Central

Clarke, Kelly; Patalay, Praveetha; Allen, Elizabeth; Knight, Louise; Naker, Dipak; Devries, Karen

2016-01-01

Objective To explore patterns of physical, emotional and sexual violence against Ugandan children. Design Latent class and multinomial logistic regression analysis of cross-sectional data. Setting Luwero District, Uganda. Participants In all, 3706 primary 5, 6 and 7 students attending 42 primary schools. Main outcome and measure To measure violence, we used the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool—Child Institutional. We used the Strengths and Difficulties Questionnaire to assess mental health and administered reading, spelling and maths tests. Results We identified three violence classes. Class 1 (N=696 18.8%) was characterised by emotional and physical violence by parents and relatives, and sexual and emotional abuse by boyfriends, girlfriends and unrelated adults outside school. Class 2 (N=975 26.3%) was characterised by physical, emotional and sexual violence by peers (male and female students). Children in Classes 1 and 2 also had a high probability of exposure to emotional and physical violence by school staff. Class 3 (N=2035 54.9%) was characterised by physical violence by school staff and a lower probability of all other forms of violence compared to Classes 1 and 2. Children in Classes 1 and 2 were more likely to have worked for money (Class 1 Relative Risk Ratio 1.97, 95% CI 1.54 to 2.51; Class 2 1.55, 1.29 to 1.86), been absent from school in the previous week (Class 1 1.31, 1.02 to 1.67; Class 2 1.34, 1.10 to 1.63) and to have more mental health difficulties (Class 1 1.09, 1.07 to 1.11; Class 2 1.11, 1.09 to 1.13) compared to children in Class 3. Female sex (3.44, 2.48 to 4.78) and number of children sharing a sleeping area predicted being in Class 1. Conclusions Childhood violence in Uganda forms distinct patterns, clustered by perpetrator and setting. Research is needed to understand experiences of victimised children, and to develop mental health interventions for those with severe violence exposures. Trial registration number NCT01678846; Results. PMID:27221125

Working with Teachers to Promote Children's Participation through Pupil-Led Research

ERIC Educational Resources Information Center

Burton, Debbie; Smith, Margaret; Woods, Kevin

2010-01-01

Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased "participation" within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children…

"We Haven't Done Enough for White Working-Class Children": Issues of Distributive Justice and Ethnic Identity Politics

ERIC Educational Resources Information Center

Keddie, Amanda

2015-01-01

This article explores the politically contentious issue of White working-class student under-achievement within one particular school--a large and culturally diverse comprehensive secondary school in the greater London area. The article examines the equity philosophies and identity politics articulated by staff in their understanding of and…

Family science: What is it?

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

Whitlow, B.

Family science is an informal science education program designed to teach science skills by having children and parents learn and enjoy science together. Aimed at addressing the underrepresentation of women and ethnic and racial minorities in science-based careers, FAMILY SCIENCE involves parents and children in kindergarten through eighth grade in science activities that demonstrate the role science plays in their daily life and future. Family involvement is the key to the program`s effectiveness. Family classes are usually offered in a series of one- to two-hour class meetings for parents and their children after school, evenings, and weekends. During classes, parentsmore » and children work in pairs and small groups to solve problems, work cooperatively, and talk science. The activities provide experiences for the entire family that build skills, confidence, and interest in science. In addition, guest speakers and career activities illustrate for parents in the workforce the significance of math and science in their own jobs, and for kids, it highlights the diversity of jobs and the relevance of math and science.« less

Homework, Homework Everywhere: Indian Parents' Involvement with Their Children's Homework

ERIC Educational Resources Information Center

Thirumurthy, Vidya

2014-01-01

Parents play a key role in children's academic success. In this article, the author describes a sample of India's middle- and working-class parents' involvement in children's academic activities and the nature of support they provide for their children. In each case, everyday activities at home, often replicating school-based activities, indicated…

Class and eating: Family meals in Britain.

PubMed

Jarosz, Ewa

2017-09-01

This paper examines social differentiation in eating patterns in Britain. It focuses on family meals among individuals with under-age children. Eating with family members has been associated with improvement in wellbeing, nutritional status, and school performance of the children. Modern lifestyles may pose a challenge to commensal eating for all groups, but the scale of the impact varies between social classes, with some groups at higher risk of shortening or skipping family meal time. Eating patterns are differentiated by individual's social class; they have also been associated with educational attainment, work schedules, and household composition. The objective of this study is to disaggregate the effect of these variables. Using data from the 2014/2015 UK Time Use Survey I analyse the net effect of social class, education, income, work and family characteristics on the frequency and duration of family meals. Individuals in the highest occupational class dedicate more time overall to family meals. However, class effect becomes insignificant when other variables, such as education or income, are controlled for. This study finds that higher educated individuals have more frequent family meals, and more affluent individuals spend more time at the table with their household members. Work characteristics are associated with frequency of meals, but not with their duration. Finally, household composition matters for how people eat. Parents of younger children eat with their family members more frequently than parents of teenagers. Single parents, a notoriously time-poor category, spend the least amount of time eating with their families and have fewer commensal meals. Copyright © 2017 Elsevier Ltd. All rights reserved.

Resilient Young Mothering: Social Inequalities, Late Modernity and the "Problem" of "Teenage" Motherhood

ERIC Educational Resources Information Center

McDermott, Elizabeth; Graham, Hilary

2005-01-01

This paper draws on a systematic review of qualitative research to explore the resilient mothering practices that young, British, working-class mothers employ to care for their children. The synthesis of studies of UK mothers under the age of 20 demonstrates how young working-class women must mother in impoverished circumstances, at the same time…

Becoming Custodial Dads: Exploring Parenting among Low-Income and Working-Class African American Fathers.

ERIC Educational Resources Information Center

Hamer, Jennifer; Marchioro, Kathleen

2002-01-01

Explores circumstances in which working-class and low-income custodial African American fathers (N=24) gained custody of their children and transitioned to full-time parenting. Findings suggest that these men are often reluctant to take on single, full-time parenting role. Adaptation to role seems to be enhanced by use of extended kin support…

"Knowledge Is Acting": Working-Class Parents' Intentional Acts of Positioning within the Discursive Practice of Involvement

ERIC Educational Resources Information Center

Freeman, Melissa

2010-01-01

Positioning theory provides a lens through which to view the narrative accounts of working-class parents as dynamic, intentional acts of positioning intended to gain the recognition of school personnel as full partners in the education of their children. Knowing that school personnel will not treat them with the kind of respect given middle-class…

Unpacking the lunchbox: biopedagogies, mothering and social class.

PubMed

Cappellini, Benedetta; Harman, Vicki; Parsons, Elizabeth

2018-06-19

This study investigates how mothers respond to school surveillance of their children's packed lunches. In a context where increasing attention is focused on healthy eating, we adopt a biopedagogical approach to illustrate different positions and strategies which mothers occupy in relation to feeding their children in the school setting. We use photo-elicitation interviews and focus groups to trace both the discursive and practical significance of these biopedagogies. We find that the subjective experiences of feeding children at school are infused with classed notions of mothering in public. Our analysis highlights two broad positions. Firstly, there were those with strong distinctions between home-food and school-food, which was associated more clearly with middle class families. Secondly, there were those with more fluid boundaries between home-food and school-food. This was more commonly encapsulated by working class mothers who were seen to place more emphasis on their children as autonomous decision-makers. Overall the findings document localised and classed practices of resisting the school's normalising gaze. © 2018 Foundation for the Sociology of Health & Illness.

The Right to Education for Children in Domestic Labour: Empirical Evidence from Kenya

NASA Astrophysics Data System (ADS)

Munene, Ishmael I.; Ruto, Sara J.

2010-02-01

Since 1948, various UN conventions have recognised basic education as a human right. Yet this right continues to be denied to many child labourers across the world. This articles draws on the results of a study examining how children in domestic labour in Kenya access and participate in education. Three issues were explored: (1) the correlates of child domestic labourers; (2) their working conditions and contexts; and (3) the right to education. Interviews and group discussions held in one city and two rural districts elicited data from 91 child domestic labourers and 84 adults. The results indicated that child labour was both poverty-induced and adult-initiated, and that children worked in hazardous environments characterised by economic exploitation. Most did not attend school; those who did had to contend with a rigid school structure and an authoritarian class environment. Children in domestic labour often skipped school, and their participation in classes was low.

Organized Health Work in Schools with an Account of a Campaign for School Hygiene in Minnesota. Bulletin, 1913, No. 44. Whole Number 555

ERIC Educational Resources Information Center

Hoag, Ernest Bryant

1913-01-01

A few years ago the public schools made no provision for the education of the blind, crippled, or mentally deficient, but now in New York City alone there are more than 100 classes for mentally peculiar children, while arrangements are rapidly making for the care of crippled and other classes of physically handicapped children. It was only as…

Patterns and predictors of violence against children in Uganda: a latent class analysis.

PubMed

Clarke, Kelly; Patalay, Praveetha; Allen, Elizabeth; Knight, Louise; Naker, Dipak; Devries, Karen

2016-05-24

To explore patterns of physical, emotional and sexual violence against Ugandan children. Latent class and multinomial logistic regression analysis of cross-sectional data. Luwero District, Uganda. In all, 3706 primary 5, 6 and 7 students attending 42 primary schools. To measure violence, we used the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. We used the Strengths and Difficulties Questionnaire to assess mental health and administered reading, spelling and maths tests. We identified three violence classes. Class 1 (N=696 18.8%) was characterised by emotional and physical violence by parents and relatives, and sexual and emotional abuse by boyfriends, girlfriends and unrelated adults outside school. Class 2 (N=975 26.3%) was characterised by physical, emotional and sexual violence by peers (male and female students). Children in Classes 1 and 2 also had a high probability of exposure to emotional and physical violence by school staff. Class 3 (N=2035 54.9%) was characterised by physical violence by school staff and a lower probability of all other forms of violence compared to Classes 1 and 2. Children in Classes 1 and 2 were more likely to have worked for money (Class 1 Relative Risk Ratio 1.97, 95% CI 1.54 to 2.51; Class 2 1.55, 1.29 to 1.86), been absent from school in the previous week (Class 1 1.31, 1.02 to 1.67; Class 2 1.34, 1.10 to 1.63) and to have more mental health difficulties (Class 1 1.09, 1.07 to 1.11; Class 2 1.11, 1.09 to 1.13) compared to children in Class 3. Female sex (3.44, 2.48 to 4.78) and number of children sharing a sleeping area predicted being in Class 1. Childhood violence in Uganda forms distinct patterns, clustered by perpetrator and setting. Research is needed to understand experiences of victimised children, and to develop mental health interventions for those with severe violence exposures. NCT01678846; Results. 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/

Interobserver Agreement on Endoscopic Classification of Oesophageal Varices in Children.

PubMed

D'Antiga, Lorenzo; Betalli, Pietro; De Angelis, Paola; Davenport, Mark; Di Giorgio, Angelo; McKiernan, Patrick J; McLin, Valerie; Ravelli, Paolo; Durmaz, Ozlem; Talbotec, Cecile; Sturm, Ekkehard; Woynarowski, Marek; Burroughs, Andrew K

2015-08-01

Data regarding agreement on endoscopic features of oesophageal varices in children with portal hypertension (PH) are scant. The aim of this study was to evaluate endoscopic visualisation and classification of oesophageal varices in children by several European clinicians, to build a rational basis for future multicentre trials. Endoscopic pictures of the distal oesophagus of 100 children with a clinical diagnosis of PH were distributed to 10 endoscopists. Observers were requested to classify variceal size according to a 3-degree scale (small, medium, and large, class A), a 2-degree scale (small and large, class B), and to recognise red wales (presence or absence, class Red). Overall agreement was considered fair if Fleiss and Cohen κ test was ≥0.30, good if ≥0.40, excellent if ≥0.60, and perfect if ≥0.80. Agreement between observers was fair with class A (κ = 0.34) and class B (κ = 0.38), and good with class Red (κ = 0.49). The agreement was good on presence versus absence of varices (class A = 0.53, class B = 0.48). The agreement among the observers was good in class A when endoscopic features of severe PH (medium and large sizes, red marks) were grouped and compared with mild features (absent and small varices) (κ = 0.58). Experts working in different centres show a fairly good agreement on endoscopic features of PH in children, although a better training of paediatric endoscopists may improve the agreement in grading severity of varices in this setting.

Runaway Children Twelve Years Later: A Follow-Up.

ERIC Educational Resources Information Center

Olson, Lucy; And Others

1980-01-01

This study was based on intensive interviews with former runaways, nonrunaway siblings, parents, and other relatives. Differences in outcome were found between: (1) runaways and siblings; (2) runaway repeaters and nonrepeaters; and (3) runaways from working-class and middle-class backgrounds. (Author)

Putting Working-Class Mothers in Their Place: Social Stratification, the Field of Education, and Pierre Bourdieu's Theory of Practice

ERIC Educational Resources Information Center

O'Donoghue, Mary

2013-01-01

This article explores how a small sample of working-class mothers encounters the field of education. In the management of family and their children's schooling, mothers bring to bear and replicate ways of knowing that are embodied, are historical and that offer many-sided insights into profoundly stratified societies. Here I draw on Bourdieu's…

Leaving Too Many Children Behind: A Demographer's View on the Neglect of America's Youngest Children.

ERIC Educational Resources Information Center

Hodgkinson, Harold L.

This paper draws on demographic data on children spotlighted in the 2000 Census (called the Childrens Class of 2000) to examine how forces like poverty and family instability work to prevent equality of opportunity in school and in life. The paper describes some programs and techniques that effectively reduce the effects of these forces and…

The Effects of Television Advertising on Children. Report No. 1: First Year Experimental Evidence. Final Report.

ERIC Educational Resources Information Center

Atkin, Charles K.

This report, the first in a series of six reports on television advertising and children, presents the findings from a study designed to examine the impact of various advertising practices on the knowledge, attitudes, and behavior of young children. A total of 500 preschool and grade school children from both working-class and middle-class…

Gender Play: Girls and Boys in School.

ERIC Educational Resources Information Center

Thorne, Barrie

Daily observations of children in the classroom and on the playground show how children construct and experience gender in school. Observations were made in working class communities and emphasize the experiences of fourth and fifth graders. Most children were White, but a sizable minority were Latino, Chicano, or African American. It is argued…

The Effect of Outdoor Learning Activities on the Development of Preschool Children

ERIC Educational Resources Information Center

Yildirim, Günseli; Özyilmaz Akamca, Güzin

2017-01-01

Learning ought to be supported by both in class activities and outdoor activities contributing to structuring knowledge. Outdoor activities allow children to actively participate and to learn by doing. Learning requires a lot of work and activities. These activities, which provide primary experiences, help children to change theoretical knowledge…

What Happens if ...?

ERIC Educational Resources Information Center

Brazil, Louise; Curtis, Jennifer; Grayer, Rachel; Henry, Ruth

2011-01-01

The school the authors were working in had an established ethos of involving children in their own learning and allowed them to contribute their ideas to the planning of units of learning. Their planning was based on what the class teacher and children had previously begun in their food and nutrition topic. Although the children could not be…

The Impact of Motherhood on the Career Pattern of Working Women: Differences in the Life Histories and Career Status of Employed Mothers and Working Women without Children.

ERIC Educational Resources Information Center

Owings, Jeffrey A.; And Others

A study compared employed mothers with working women who do not have children along dimensions reflective of their life histories and labor market experiences. It utilized data from two nationwide longitudinal surveys--the National Longitudinal Survey of Young Women aged 14 to 24 and the National Longitudinal Study of the High School Class of…

Class and Categories: What Role Does Socioeconomic Status Play in Children's Lexical and Conceptual Development?

ERIC Educational Resources Information Center

Bloomquist, Jennifer

2009-01-01

At one time, academic inquiries into the relationship between socioeconomic class and language acquisition were commonplace, but the past 20 years have seen a decrease in work that focuses on the intersection between class and early language learning. Recently, however, against the backdrop of the No Child Left Behind legislation in the United…

El Sistema as a Bourgeois Social Project: Class, Gender, and Victorian Values

ERIC Educational Resources Information Center

Bull, Anna

2016-01-01

This article asks why classical music in the UK, which is consumed and practiced by the middle and upper classes, is being used as a social action program for working-class children in British music education schemes inspired by El Sistema. Through exploring the discourse of the social benefits of classical music in the late nineteenth century, a…

Provision for Exceptional Children in Public Schools. Bulletin, 1911, No. 14. Whole Number 461

ERIC Educational Resources Information Center

Van Sickle, James H.; Witmer, Lightner; Ayres, Leonard P.

1911-01-01

There are many children in attendance in the public schools of the United States who, for one reason or another, cannot work most satisfactorily to themselves or others when classified with the great majority of the children. School authorities have seen for many years that the presence of such children in the regular classes is detrimental to the…

How To Behave So Your Children Will, Too! A Collection of Entertaining Stories and Practical Ideas Gathered from Real Parents.

ERIC Educational Resources Information Center

Severe, Sal

This book was written for parents or anyone who works with children and families. The entertaining stories and practical ideas were gathered from the author's 20 years' experience working as a school psychologist and teaching parenting classes to over 14,000 parents. The examples put parents at ease and empower them with specific, positive…

Leadership Matters

ERIC Educational Resources Information Center

Chester, Barbara; Terry, Mark; Liddiard, Dwight; Cargile, Diane; Cobb, David P.; Sturdivant, Fidelia

2010-01-01

Though research tells that principals are key in raising student achievement, principals remain unsung heroes for the nation's children. Because they work on the front lines of education--student by student and class by class--to lead schools in preparing students for successful lives, it's possible to miss the entire significance of the…

Parenting Practices and Children's Academic Success in Low-SES Families

ERIC Educational Resources Information Center

Mayo, Aziza; Siraj, Iram

2015-01-01

Given the disadvantaged position of working-class children in the education system, it is important to understand how parents and families might support their children to succeed academically. This paper reports on 35 case studies that were conducted as part of the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16)…

New Ways in Teaching Young Children. New Ways in TESOL Series II. Innovative Classroom Techniques.

ERIC Educational Resources Information Center

Schinke-Llano, Linda, Ed.; Rauff, Rebecca, Ed.

The collection of class activities for teaching English as a second language (ESL) to young children consists of ideas contributed by classroom teachers. The book is divided into 14 sections: (1) social interaction, including activities ranging from first-time classroom encounters to learning about and working with special-needs children; (2)…

3 CFR 8904 - Proclamation 8904 of November 9, 2012. American Education Week, 2012

Code of Federal Regulations, 2013 CFR

2013-01-01

... Proclamation All children deserve access to a world-class education and the chance to pursue their dreams. Our..., instilling a positive work ethic, and giving our children the tools needed to realize their full potential... keeping the promise of education alive for this generation and the next, because when we give our children...

Child Care Changes, Home Environment Quality, and the Social Competence of African American Children at Age 3

ERIC Educational Resources Information Center

Bratsch-Hines, Mary E.; Vernon-Feagans, Lynne

2013-01-01

Research Findings: Recent work has demonstrated that the changes young children experience in their child care settings before age 5 may be related to subsequent development, especially social development. Several of these studies have included samples of middle-class children, with almost no emphasis on understanding these processes for…

Engaging Prekindergarten Dual Language Learners in Projects

ERIC Educational Resources Information Center

Jones, Meredith K.; Shue, Pamela L.

2013-01-01

In a preschool class where the teachers speak only English and the majority of the children speak only Spanish, it is challenging to choose a topic that is interesting enough to engage all children in project work that supports language development. Luckily for the children, pizza is a delicious, familiar, and easily accessible topic to explore.…

Making Differences and Reflecting on Diversities: Embodied Nationality among Preschool Children

ERIC Educational Resources Information Center

Lappalainen, Sirpa

2009-01-01

This paper focuses on embodied practices in processes of nationalization among preschool children at the age of 6. It analyses how children define themselves and others, how they characterize and frame Finnishness through embodiment. The analysis is based on an ethnographic study in two preschool classes. It is argued that nationality works in a…

Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach.

PubMed

van der Donk, Marthe L A; Hiemstra-Beernink, Anne-Claire; Tjeenk-Kalff, Ariane C; van der Leij, Aryan V; Lindauer, Ramón J L

2013-01-11

Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD). One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory--and an executive function training applied in a school situation for children with AD(H)D, taking individual characteristics, the level of impairment and costs (stepped-care approach) into account. The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8-12 yrs) with AD(H)D. Two groups (each n = 50) will be randomly assigned to a well studied computerized working memory training 'Cogmed', or to the 'Paying attention in class' intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific characteristics are related to non-response of the 'Paying attention in class' intervention. School-aged children (8-12 yrs) with AD(H)D will follow the experimental school-based executive function training 'Paying attention in class' (n = 175). Academic performance and neurocognitive functioning (primary outcomes) are assessed before, directly after and 6 months after training. Secondary outcome measures are: behaviour in class, behaviour problems and quality of life. So far, there is limited but promising evidence that working memory - and other executive function interventions can improve academic performance. Little is know about the applicability and generalization effects of these interventions in a classroom situation. This study will contribute to this lack of information, especially information related to real classroom and academic situations. By taking into account the costs of both interventions, level of impairment and individual characteristics of the child (stepped-care approach) we will be able to address treatment more adequately for each individual in the future. Nederlands Trial Register NTR3415.

Student Resistance Culture against School Values: An Ethnographic Research

ERIC Educational Resources Information Center

Karakul, Aygülen Kayahan

2016-01-01

Schools operating within capitalism reproduce class differences, and aim to graduate students who comply with the capitalist system. On the other hand, according to the principles of dialectical materialism, while schools aim to produce obedience, they also produce resistance to themselves at the same time. Working class children sometimes refuse…

Class, Kinship Density, and Conjugal Role Segregation.

ERIC Educational Resources Information Center

Hill, Malcolm D.

1988-01-01

Studied conjugal role segregation in 150 married women from intact families in working-class community. Found that, although involvement in dense kinship networks was associated with conjugal role segregation, respondents' attitudes toward marital roles and phase of family cycle when young children were present were more powerful predictors of…

Classes in Themselves and for Themselves: The Practice of Monitorial Education for Different Social Classes in Sweden, 1820-1843

ERIC Educational Resources Information Center

Larsson, Esbjörn

2016-01-01

This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as…

Between the National and the International: Ethnography of Language Ideologies in a Middle-Class Community in China

ERIC Educational Resources Information Center

Yu, Hua

2016-01-01

This paper explores a key dilemma of the Chinese middle class as it appears in their apparent adherence to official language policy despite their lack of direct knowledge of that policy. Using fieldwork data from Hangzhou, I show that a group of middle-class parents worked together to build an "Ancient Way Academy" for their children to…

Brutal and negligent? 19th century factory mothers and child care.

PubMed

Reynolds, Melanie

2011-10-01

This paper aims to highlight some working class women's childcare practices in northern industrial areas of Britain during the latter half of the 19th century. It aims to challenge the commonly held belief that 19th century northern working-class factory mothers were irresponsive and neglectful toward their infants, thereby fuelling the high northern infant mortality rate. It will do this by showing that factory mothers were responsible and responsive toward their infants despite being thwarted by the working patterns of industrialisation. It begins by outlining the arguments made by historians that northern working class women were neglectful toward their children. Then key areas such as the working patterns of waged factory mothers will be illustrated to show the agency and determination of 19th century working class women to provide their infants with good care. Reassessment of these historical childcare practices can provide a springboard by which today's health professionals can endeavour to maintain accurate and fair perspectives about the childcare practices of today's women of low socio-economic status.

Pupils' Views about Spiders. Learning in Science Project (Primary). Working Paper No. 123.

ERIC Educational Resources Information Center

Hawe, Eleanor

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests about spiders held by 8- to 10-year-old children. Data included 303 questions--and answers to some of the questions--about spiders obtained from children in four classes and from responses obtained during individual interviews with 10 children from each age…

How will e-cigarettes affect health inequalities? Applying Bourdieu to smoking and cessation.

PubMed

Thirlway, Frances

2018-04-01

This paper uses the work of Bourdieu to theorise smoking and cessation through a class lens, showing that the struggle for distinction created the social gradient in smoking, with smoking stigma operating as a proxy for class stigma. This led to increased policy focus on the health of bystanders and children and later also to concerns about electronic cigarettes. Bourdieu's concept of habitus is deployed to argue that the e-cigarette helps middle-class smokers resolve smoking as a symptom of cleft habitus associated with social mobility or particular subcultures. E-cigarette use is also compatible with family responsibility and sociable hedonism; aspects of working-class habitus which map to the 'practical family quitter' and the 'recreational user' respectively. The effectiveness of class stigma in changing health behaviours is contested, as is the usefulness of youth as a category of analysis and hence the relevance of concerns about young people's e-cigarette use outside a class framework of smoking and cessation. With regard to health inequalities, whilst middle-class smokers have in class disgust a stronger incentive to quit than working-class smokers, there is potential for tobacco control to tap into a working-class ethos of family care and responsibility. Copyright © 2018 The Author. Published by Elsevier B.V. All rights reserved.

Making It Work: Practical Ideas for Integrating Exceptional Children into Regular Classes.

ERIC Educational Resources Information Center

Aiello, Barbara, Ed.

Intended for special education and regular teachers, the guide contains brief articles on the nature of mainstreaming handicapped children; mainstreaming models at the preschool, elementary school, and secondary school levels; specific suggestions for setting up mainstreaming programs, and interviews with five persons involved in mainstream…

"Entre Familia": Immigrant Parents' Strategies for Involvement in Children's Schooling

ERIC Educational Resources Information Center

Poza, Luis; Brooks, Maneka Deanna; Valdés, Guadalupe

2014-01-01

Teachers and administrators in schools with large, working-class Latino populations often complain of parents' indifference or lack of involvement in children's schooling because of their low visibility at school events and relatively little face-to-face communication with teachers and school administration. In a series of semi-structured…

Early Help for Kids at Risk: Our Nation's Best Investment.

ERIC Educational Resources Information Center

Butler, Owen B.

1989-01-01

The Committee for Economic Development notes, America must invest in tomorrow's "world class" work force. Society must increase its financial investment in children because those born into poverty and neglect often have deprivations impairing learning ability. Investment in early childhood programs is a way to increase children's chances…

Rethinking Childhood Innocence.

ERIC Educational Resources Information Center

Sychterz, Terre

2002-01-01

Discusses the controversial work of Maurice Sendak, a popular, yet controversial children's author and illustrator. Examines the oral responses of a class of first graders to "We Are All in the Dumps with Jack and Guy," with the purpose of demonstrating that children can act as their own agents in constructing meaning through complex…

Dyadic Parenting and Children's Externalizing Symptoms

ERIC Educational Resources Information Center

Meteyer, Karen B.; Perry-Jenkins, Maureen

2009-01-01

We explore dyadic parenting styles and their association with first-grade children's externalizing behavior symptoms in a sample of 85 working-class, dual-earner families. Cluster analysis is used to create a typology of parenting types, reflecting the parental warmth, overreactivity, and laxness of both mothers and fathers in two-parent families.…

The role of a science story, activities, and dialogue modeled on Philosophy for Children in teaching basic science process skills to fifth graders

NASA Astrophysics Data System (ADS)

Ferreira, Louise Brandes Moura

This study was an application of Philosophy for Children pedagogy to science education. It was designed to answer the question, What roles do a science story (Harry Discovers Science), multi-sensorial activities designed to accompany the story, and classroom dialogue associated with the story---all modeled on the Philosophy for Children curriculum---play in the learning processes of a class of fifth graders with regard to the basic science process skills of classification, observation, and inference? To answer the question, I collected qualitative data as I carried out a participatory study in which I taught science to fifth graders at an international, bilingual private religious school in Brasilia, Brazil for a period of one semester. Twenty-one (n = 21) children participated in the study, 10 females and 11 males, who came from a predominantly middle and upper class social background. Data were collected through student interviews, student class reflection sheets, written learning assessments, audiotapes of all class sessions, including whole-class and small-class group discussions, and a videotape of one class session. Some of the key findings were that the story, activities and dialogue facilitated the children's learning in a number of ways. The story modeled the performance of classification, observation and inference skills for the children as well as reflection on the meaning of inference. The majority of the students identified with the fictional characters, particularly regarding traits such as cleverness and inquisitiveness, and with the learning context of the story. The multi-sensorial activities helped children learn observation and inference skills as well as dialogue. Dialogue also helped children self-correct and build upon each other's ideas. Some students developed theories about how ideal dialogue should work. In spite of the inherent limitations of qualitative and teacher research studies, as well as the limitations of this particular study, and despite the fact that there is a need for further research to confirm the transferability of findings, this study both supports and expands to the domain of basic science process skills the claim that Philosophy for Children helps students develop thinking skills.

Writing To Learn History in the Intermediate Grades. Final Report.

ERIC Educational Resources Information Center

Downey, Matthew T.

A study examined the relationship between writing activities and historical learning by elementary school students. Subjects in schools in the San Francisco Bay area were drawn from third-grade classrooms from a predominantly working class neighborhood, a mixed fourth-grade class of mostly limited-English-proficient children of immigrants from…

The Literacies of Things: Reconfiguring the Material-Discursive Production of Race and Class in an Informal Learning Centre

ERIC Educational Resources Information Center

Thiel, Jaye Johnson; Jones, Stephanie

2017-01-01

Drawing on our documentation of transforming an informal learning centre (the Playhouse) in a multilingual, working-class neighbourhood, this paper presents significant and deliberate material-discursive changes at the Playhouse that produced unpredictable shifts in belongings among young children. More specifically, this paper entwines our…

Establishing and Maintaining a Catholic Identity: CBC, Class and Newburyport Catholics.

ERIC Educational Resources Information Center

Angus, Lawrence B.

Studies suggest that historically Australian Catholic schools have existed not only to reproduce Catholic traditions, but also to advance the children of the Irish working classes socially. Data collected at the highly academically oriented Christian Brothers College (CBD), Newburyport, support the idea of educating for upward mobility as a means…

Minority Sub-cultures and the Laws of Learning.

ERIC Educational Resources Information Center

Havighurst, Robert J.

Comparative motivational studies of middle class and lower class children show that different economic and ethnic groups vary in their reward-punishment systems. Teachers should have a systematic theory of the working of reward and punishment in learning. Their theory should include the concept of a hierarchy of reward levels, and they should…

Early Years Learning, Play Pedagogy and Social Class

ERIC Educational Resources Information Center

Stirrup, Julie; Evans, John; Davies, Brian

2017-01-01

Despite 50 years and more of "progressive education" in the United Kingdom, classed patterns of educational success and failure stubbornly prevail. So how, where and when does it all go wrong for the many children who continue to fail or underachieve? Drawing on the work of Basil Bernstein, this article centres processes within early…

An International Model of World-Class Education: The International Baccalaureate

ERIC Educational Resources Information Center

Hill, Ian

2012-01-01

This article posits that world-class education is international education, as defined by UNESCO, and presents International Baccalaureate (IB) programmes as examples of this phenomenon. It begins with the IB's 1960s origins in international schools, which educated the children of globally mobile parents who worked principally in the UN and its…

Co-Ethnic Network, Social Class, and Heritage Language Maintenance among Chinese Immigrant Families

ERIC Educational Resources Information Center

Zhang, Donghui

2012-01-01

This ethnographic study investigated heritage language maintenance among two distinct groups of Chinese immigrant families (Mandarin and Fujianese) from the social network perspective. The results indicated that a co-ethnic network could be a double-edged sword, which works differently on children from different social classes. While the Mandarin…

Internet Program for Physical Activity and Exercise Capacity in Children With Juvenile Idiopathic Arthritis: A Multicenter Randomized Controlled Trial.

PubMed

Armbrust, Wineke; Bos, G J F Joyce; Wulffraat, Nico M; van Brussel, Marco; Cappon, Jeannette; Dijkstra, Pieter U; Geertzen, Jan H B; Legger, G Elizabeth; van Rossum, Marion A J; Sauer, Pieter J J; Lelieveld, Otto T H M

2017-07-01

To determine the effects of Rheumates@Work, an internet-based program supplemented with 4 group sessions, aimed at improving physical activity, exercise capacity, health-related quality of life (HRQoL), and participation in children with juvenile idiopathic arthritis. Patients were recruited from 3 pediatric rheumatology centers in The Netherlands for an observer-blinded, randomized controlled multicenter trial. Physical activity level, time spent in rest, light, and moderate-to-vigorous physical activity (MVPA) were recorded in a diary and with an accelerometer, before intervention, after intervention, and at followup after 3 and 12 months (intervention group only). Exercise capacity was assessed using the Bruce treadmill protocol, HRQoL was assessed with the Pediatric Quality of Life Inventory generic core scale, and participation in school and in physical education classes were assessed by questionnaire. The intervention group consisted of 28 children, and there were 21 children in the control group. MVPA , exercise capacity, and participating in school and physical education classes improved significantly in the intervention group. HRQoL improved in the control group. No significant differences were found between groups. The effect of Rheumates@Work on physical activity and exercise capacity lasted during the 12 months of followup. Improvements in physical activity were significantly better for the cohort starting in winter compared to the summer cohort. Rheumates@Work had a positive, albeit small, effect on physical activity, exercise capacity, and participation in school and physical education class in the intervention group. Improvements lasted for 12 months. Participants who started in winter showed the most improvement. Rheumates@Work had no effect on HRQoL. © 2016, American College of Rheumatology.

Peer Collaboration: The Case for Treating the Dyad as the Unit of Analysis.

ERIC Educational Resources Information Center

Tudge, Jonathan

In a study of peer collaboration among children, the case is made for treating the dyad, rather than the individual, as the unit of analysis. Subjects included 154 children aged 5 to 9 years from a broad range of social classes. Children worked in 14 problems (representing 6 types of problems) predicting the movement of a balance beam. Children…

Naturalism and Ideological Work: How Is Family Language Policy Renegotiated as Both Parents and Children Learn a Threatened Minority Language?

ERIC Educational Resources Information Center

Armstrong, Timothy Currie

2014-01-01

Parents who enroll their children to be educated through a threatened minority language frequently do not speak that language themselves and classes in the language are sometimes offered to parents in the expectation that this will help them to support their children's education and to use the minority language in the home. Providing…

Intimate Partnership: Foundation to the Successful Balance of Family and Work.

ERIC Educational Resources Information Center

Zimmerman, Toni Schindler; Haddock, Shelley A.; Current, Lisa R.; Ziemba, Scott

2003-01-01

Examines data from interviews with 47 middle-class, dual-earner couples with children, who perceive themselves as successful in balancing family and work. Details how these couples practiced marital partnership in ways that supported effective work-family balance. Data indicates that these successful couples equally share housework and emotion…

Bumetanide

MedlinePlus

... in a class of medications called diuretics ('water pills'). It works by causing the kidneys to get ... of children as many containers (such as weekly pill minders and those for eye drops, creams, patches, ...

Miglustat

MedlinePlus

... Miglustat is in a class of medications called enzyme inhibitors. It works by preventing the body from ... of reach of children. Store it at room temperature and away from excess heat and moisture (not ...

Literature Society and Culture in Education Childhood Literature History

ERIC Educational Resources Information Center

Conforti, Emilia

2015-01-01

This essay takes issue with earlier critical work arguing early British children's literature functions to construct middle class subjectivites. Using the John Newbery Medal as a case study, this essay examines the prizing of children's literature and its cultural discontents. The author uses a third-person limited omniscient point of view to…

Encouraging Creativity in Children

ERIC Educational Resources Information Center

Starke, Kathryn

2012-01-01

Creativity isn't formally assessed or evaluated on tests or report cards, so teachers rarely plan lessons that encourage it. In fact, many teachers unintentionally stifle children's creativity when they cut off student's oral responses or stop them from adding more to their work so that they can bring the class back to the task at hand. Instead,…

Tiger Parents or Sheep Parents?: Struggles of Parental Involvement in Working-Class Chinese Immigrant Families

ERIC Educational Resources Information Center

Qin, Desirée Baolian; Han, Eun-Jin

2014-01-01

Background/Context: Research on Chinese immigrant parents tends to focus on their high levels of educational involvement and its positive impact on their children's exceptional educational performances. Relatively little research has been conducted to understand the challenges Chinese immigrant parents face in helping their children with school…

Advancing out of Poverty: Social Class Worldview and Its Relation to Resilience

ERIC Educational Resources Information Center

Abelev, Melissa S.

2009-01-01

Children born into poverty in the United States are at higher risk for a number of nonresilient outcomes. An extensive body of work examines and then confirms the qualities of resilient children, emphasizing the importance of four social-psychological characteristics--social competence, problem solving, autonomy, and sense of purpose--and three…

Learning Together: The Instinct to Do Good and Peer-Assisted Strategies That Work

ERIC Educational Resources Information Center

Jellison, Judith A.; Draper, Ellary A.; Brown, Laura S.

2017-01-01

Children have a natural proclivity to teach, help, cooperate, and empathize with others, and these interactions can have positive benefits for children's emotional, social, and cognitive development. This article is about ways music teachers can design peer-assisted music learning activities that will benefit everyone in the class and ultimately…

Respect-Based Control and Anger as Determinants of Children's Socio-Emotional Development

ERIC Educational Resources Information Center

Awong, Tsasha; Grusec, Joan E.; Sorenson, Ann

2008-01-01

Shortly after the birth of their infants, teenage working-class mothers were assessed on attitudes toward the need for deference to family authority (respect-based control) and anger. Their children's internalizing and externalizing problems and self-esteem were assessed approximately 12 years later. High respect-based control was linked to higher…

An Exploratory Look at Alienation in Elementary School Children.

ERIC Educational Resources Information Center

Williams, Jean M.

The ongoing work life of four classes of elementary school children from relatively affluent families was examined for approximately 2 years by a participant observer/classroom teacher in an attempt to identify possible causes of student alienation, i.e., negative, unproductive or disruptive behaviors. Examples of such behaviors include hostility,…

Word Sorts for General Music Classes

ERIC Educational Resources Information Center

Cardany, Audrey Berger

2015-01-01

Word sorts are standard practice for aiding children in acquiring skills in English language arts. When included in the general music classroom, word sorts may aid students in acquiring a working knowledge of music vocabulary. The author shares a word sort activity drawn from vocabulary in John Lithgow's children's book "Never Play…

Hunger and Population. Facts for Action #7.

ERIC Educational Resources Information Center

Phillips, James

The relationship between world hunger and world population is explored in this document for high school global education classes. Reasons for the high birth rates in developing nations are suggested, e.g., a poor family has many children because children are an inexpensive work force, provide extra income, and care for parents in old age. The…

The Idea of Resistance in Education: A Critique.

ERIC Educational Resources Information Center

Reeves, Joyce King

This paper discusses resistance in education as expressed in white working-class girls' reactions to sex role socialization, children's play, minority children's behavior in inner city schools, and the resistance of female faculty in institutions of higher education. The paper takes off from issues addressed in some papers presented at a research…

Una Experiencia Pedagogica en el Jardin Infantil "La Cabana" (A Teaching Experience in "La Cabana" Kindergarten).

ERIC Educational Resources Information Center

de la Vega, B.

1992-01-01

Reviews the history of La Cabana kindergarten, which provides preschool education and meals for 100 children and sewing classes for mothers in a working class neighborhood in Bogota, Colombia. Describes the implementation of a new curriculum which develops child creativity through free choice of activities around a common project. (AC)

Challenging the Dichotomy between "Urban" and "Suburban" in Educational Discourse and Policy

ERIC Educational Resources Information Center

Posey-Maddox, Linn

2016-01-01

This article builds a case for nuanced conceptualizations of "urban" and "-suburban" educational contexts and issues. The author analyzes data across two studies--one of upper-middle-class White parents with children in Chicago public schools, and the other of Black low-income and working-class parents who moved from Chicago to…

Mothers' Perception and Practice in Their Childs' Out of School [Summer] Time: A Socioeconomic Perspective

ERIC Educational Resources Information Center

Milhomme, Marcy B.

2014-01-01

I set out to explore the question: How do middle-class, working-class and low-income mothers experience their children's out of school summer time? Using qualitative basic interpretive approach, study findings draw from interview data, journal entries and participant observations from a study completed with 22 mothers of varying socioeconomic…

For the Welfare of Children: Lessons Learned from Class Action Litigation

ERIC Educational Resources Information Center

Meltzer, Judith, Ed.; Joseph, Rachel Molly, Ed.; Shookhoff, Andy, Ed.

2012-01-01

This series of papers brings together distinguished experts writing on the use of class action litigation to reform public child welfare systems. It is an effort to tease out of four decades of experience in this work, the factors that increase the likelihood that litigation will result in successful system reform. This publication is an outgrowth…

A Descriptive Case Study of the Ethics of Care Fostered by a Statewide Blended Teaching Model in Support of Site-Based Exceptional Children Teachers

ERIC Educational Resources Information Center

Cadran, Amanda

2016-01-01

The term Exceptional Children refers to both the highest performing students in the most advanced classes as well as those with the most severe intellectual challenges and every level of functioning in between. In one southeastern state, Exceptional Children teachers work with high school Occupational Course of Study students. These students, who…

Calcitriol

MedlinePlus

... Calcitriol is in a class of medications called vitamin D analogs. It works by helping the body to ... of bones in children caused by lack of vitamin D), osteomalacia (softening and weakening of bones in adults ...

Clinical correlates of working memory deficits in youth with and without ADHD: A controlled study.

PubMed

Fried, Ronna; Chan, James; Feinberg, Leah; Pope, Amanda; Woodworth, K Yvonne; Faraone, Stephen V; Biederman, Joseph

2016-01-01

Both working memory (WM; a brain system that provides temporary storage and manipulation of the information) and attention-deficit/hyperactivity disorder (ADHD) have been associated with educational deficits. Since WM deficits are prevalent in children with ADHD, the main aim of the present study was to examine whether educational deficits are driven by working memory deficits or driven by the effect of ADHD itself. Participants were referred youth with (N = 276) and without (N = 241) ADHD ascertained from pediatric and psychiatric sources. Assessment included measures of psychiatric, psychosocial, educational, and cognitive functioning. Education deficits were defined as grade retention or placement in special classes and were assessed using interviews and written rating scales. Working memory was assessed using the Wechsler Intelligence Scale for Children-Revised (WISC-R) Freedom from Distractibility (FFD) factor based on Digit Span, Arithmetic, and Coding. Significantly more youth with ADHD had WM deficits than controls (31.9% vs. 13.7%, p < .05). In ADHD children, WM deficits were significantly (p < .01) associated with an increased risk for grade retention and placement in special classes as well as lower scores on reading and math achievement tests than for ADHD children without WM deficits. In contrast, no other differences were noted in other areas of functioning. Although WM deficits also had some adverse impact on educational and cognitive correlates in non-ADHD controls, these differences failed to attain statistical significance. WM deficits significantly and selectively increase the risk for academic deficits and cognitive dysfunction in children with ADHD beyond those conferred by ADHD. Screening for WM deficits may help identify children with ADHD at high risk for academic and cognitive dysfunction.

Best Practices of Inclusion at the Elementary Level

ERIC Educational Resources Information Center

Wilson, Carolyn H.; Ellerbee, Keisha L.; Christian, Silas H.

2011-01-01

Having inclusion in a school makes every student feel like they are part of the school. The children with disabilities feel accepted and part of the class like everyone else. Students learn to work well with each other and accept differences. Children learn to accept everyone for who they are. The Philosophy of Inclusion website says, Children…

Racial Attitudes Among White Kindergarten Children From Three Different Environments.

ERIC Educational Resources Information Center

Orost, Jean H.

This research was initiated to determine whether the extent of a white child's first-hand contacts with black peers would influence his attitudes toward blacks. The subjects, 49 white, middle to upper class kindergarten children, all from two-parent homes with mothers who did not work outside the home, were divided into three groups: (A) children…

Differing Cognitive Trajectories of Mexican American Toddlers: The Role of Class, Nativity, and Maternal Practices

ERIC Educational Resources Information Center

Fuller, Bruce; Bein, Edward; Kim, Yoonjeon; Rabe-Hesketh, Sophia

2015-01-01

Recent studies reveal early and wide gaps in cognitive and oral language skills--whether gauged in English or Spanish--among Latino children relative to White peers. Yet, other work reports robust child health and social development, even among children of Mexican American immigrants raised in poor households, the so-called "immigrant…

The Effects of Infant Day Care on Psychological Development.

ERIC Educational Resources Information Center

Kagan, Jerome; And Others

This is a partial report of a longitudinal investigation designed to assess the psychological effects of an experimentally conducted day care program on children during the first 30 months of life. The experimental subjects were Chinese and Caucasian children from working and middle class families who were cared for at a special group care center…

Hearing out Children's Narrative Pathways to Adulthood: Young People as Interpreters of Their Own Childhoods in Diverging Working-Class Scottish Communities

ERIC Educational Resources Information Center

Cross, Beth

2009-01-01

Participatory research with children in the main focuses on short-term interactions. As this practice develops, questions about longer-term consequences for participants have arisen, examining the empowering claims for this research approach. This article reports the findings from continued contact with participants of an ethnographic…

Mexican Transnational Parents: What They Have to Say about Inclusive Education and Their Children's Educational Needs

ERIC Educational Resources Information Center

Hernando-Lloréns, Belén; Blair, Alissa

2017-01-01

Through two qualitative case studies conducted over two years, this research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a Midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about…

Regular Classroom Teachers' Attitudes toward Mainstreaming the Emotionally Disturbed: Can They Be Changed?

ERIC Educational Resources Information Center

Beare, Paul L.

This study reviews the effects of training and service in a student advocacy program for Emotionally Disturbed (ED) children on attitudes of 16 secondary teachers toward ED children in the regular class. The intervention program involved 6 days of inservice training on working with ED students, delivered concurrent with the teachers' serving in an…

Learning in the Home and at School: How Working Class Children "Succeed against the Odds"

ERIC Educational Resources Information Center

Siraj-Blatchford, Iram

2010-01-01

This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual "odds" of disadvantage. Funded as an extension of EPPE 3-11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged…

Experiencing Child-Led Science in Science Week

ERIC Educational Resources Information Center

Bostrom, Carol

2016-01-01

In this article, Carol Bostrom shares how child-led enquiry, with children choosing their own questions to research, can work in a primary classroom. Children in three year 1 classes (ages 5-6) chose three areas of their own interest or hobby and then composed three questions for investigation for each area to be used during science week. This…

The Assimilation of Two Classes of T.M.H. Children Into a Typical Junior High School.

ERIC Educational Resources Information Center

Smokoski, Fred; And Others

Twenty-five trainable mentally handicapped young adults were placed in two junior high schools. The curriculum included communication, basic knowledge, family living and personal hygiene, work preparation, and body usage. Among the concerns expressed by the children's parents were that the junior high youth would not accept the retarded students…

El Maestro de Sala Regular de Clases Ante el Proceso de Inclusion del Nino Con Impedimento

ERIC Educational Resources Information Center

Rosa Morales, Awilda

2012-01-01

The purpose of this research was to describe the experiences of regular class elementary school teachers with the Puerto Rico Department of Education who have worked with handicapped children who have been integrated to the regular classroom. Five elementary level regular class teachers were selected in the northwest zone of Puerto Rico who during…

Sisters' Stories: A Psychosocial Perspective on Families, Peers and Social Class in Resistance and Conformity to Education

ERIC Educational Resources Information Center

Lucey, Helen

2010-01-01

In 2005, the first mother to be sentenced to jail because her eldest daughter persistently truanted was sentenced for a second time because she "failed" to stop her younger daughter from missing school. This story certainly exposes the links between education and punishment for working-class children and families, and the ways in which…

The impact of instructional context on classroom on-task behavior: a matched comparison of children with ADHD and non-ADHD classmates.

PubMed

Imeraj, Lindita; Antrop, Inge; Sonuga-Barke, Edmund; Deboutte, Dirk; Deschepper, Ellen; Bal, Sarah; Roeyers, Herbert

2013-08-01

Classroom inattentiveness is an important reason for clinical referral of children with ADHD and a strong predictor of their educational achievement. This study investigates classroom on-task behavior of Flemish children with ADHD withdrawn from medication as a function of instructional context. Thirty-one pairs of children (one with ADHD and one age- and sex-matched control; 25 boys and 6 girls 6 to 12years of age) were observed in their classroom environment during two consecutive school days. On-task behavior (time on-task and on-task span) of ADHD and non-ADHD individuals was compared in different class contexts (i.e., different class structures and academic content types). Individualized teacher supervision was simultaneously assessed. Generalized estimation equation analyses showed that children with ADHD were significantly less on-task than controls during individual work and whole class group teaching, but not during small group work, and had significantly shorter on-task span during academic tasks (mathematics, language, and sciences) and instructional transitions between tasks, but not during music and arts. These effects persisted even after controlling for the higher levels of teacher supervision observed for ADHD pupils (7%) across all contexts (vs. 4% in controls). Findings suggest that despite receiving more overall teacher supervision, children with ADHD displayed lower levels of on-task behavior in settings that place high self-regulatory, information processing, and motivational demands on them. This finding may have initial implications for classroom interventions in this population. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved. Published by Elsevier Ltd. All rights reserved.

Our Greatest Natural Resource: Investing in the Future of Alaska's Children. A Report of the Governor's Interim Commission on Children and Youth.

ERIC Educational Resources Information Center

Alaska Office of the Governor, Juneau.

In 1987, the Governor of Alaska's Interim Commission on Children and Youth was given two tasks: (1) to develop a plan for a first-class child care system for working parents statewide that is workable, fair and sensibly integrates with the public schools; and (2) to produce a comprehensive plan to combat the problems facing Alaskans so they are…

``Pirates Can Be Male or Female'': Investigating Gender-Inclusivity in a Years 2/3 Classroom

NASA Astrophysics Data System (ADS)

Rennie, Léonie J.

2003-08-01

The term gender-inclusive has become well known in Australian education since the late 1980s. In policy terms, it is associated with an education structured to value girls and women, their knowledge and experience, equally with that of boys and men. This paper reports an analysis of the gender-inclusivity of teaching and learning activities in a combined Year 2/3 class studying an integrated, science and technology topic themed about pirates. The data include field notes from class visits, interviews with the teacher, informal conversations with children, a videotape recording of one class and inspection of children's work. The content of an inherently gendered topic, like pirates, provides teachers with opportunities to challenge the structure of gender in ways that enable children to begin to understand how males and females are positioned in the prevailing discourse and how some groups are privileged over others. In this Year 2/3 class, the teacher was able to help children to develop different views of, in this case, who pirates are, what they might do, and what a more socially just pirate existence might be like. Opportunities to challenge the gendered way we think about things, even pirates, are taken too infrequently in our classrooms.

Motion in action: A study of second graders' trajectories of experience during guided inquiry science instruction

NASA Astrophysics Data System (ADS)

Hapgood, Susanna Elizabeth

This interpretive case study describes a 10-day inquiry science program of study of motion down inclined planes during which a class of 21 second graders investigated scientific relationships such as mass and speed, speed and momentum, and mass and momentum via both text-based experiences ("second-hand investigations") and hands-on materials-based experiments ("first-hand investigations"). Data sources included over 11 hours of videotaped instruction in addition to children's written work, class-generated artifacts, and paper-and-pencil pre- and posttests. Content analyses informed by both sociocultural and developmental perspectives revealed that, in addition to a significant increase in pre- to posttest scores, children in the class engaged in several processes integral to inquiry, namely, (a) using data as evidence, (b) evaluating investigative procedures, and (c) making sense of multiple forms of representations. In addition, the study describes the range of and shifts in children's ideas about scientific relationships fundamental to developing an understanding of motion. Many children were observed to make causal attributions involving a relationship between two variables, such as the mass and momentum of a ball rolling down a ramp. Discussed are mediating factors such as the teacher's role in scaffolding the class's investigations and features of the innovative "scientists' notebook" texts, which were integral to the instruction. Also presented is evidence of first-hand and second-hand investigations working in concert to provide the elementary school students with rich opportunities to learn and to express their developing understandings of scientific ideas. This study provides a rare glimpse of primary-grade inquiry-based science instruction within a classroom context.

Independent Contributions of the Central Executive, Intelligence, and In-Class Attentive Behavior to Developmental Change in the Strategies Used to Solve Addition Problems

PubMed Central

Geary, David C.; Hoard, Mary K.; Nugent, Lara

2012-01-01

Children’s (n = 275) use of retrieval, decomposition (e.g., 7 = 4+3, and thus 6+7=6+4+3), and counting to solve additional problems was longitudinally assessed from first to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between capacity of the central executive component of working memory, controlling for intelligence and in-class attentive behavior, and grade-related changes in children’s use of these strategies. The predictor on intercept effects from multilevel models revealed that children with higher central executive capacity correctly retrieved more facts and used the most sophisticated counting procedure more frequently and accurately than did their lower capacity peers at the beginning of first grade, but the predictor on slope effects indicated that this advantage disappeared (retrieval) or declined in importance (counting) from first to fourth grade. The predictor on slope effects also revealed that from first through fourth grade, children with higher capacity adopted the decomposition strategy more quickly than did other children. The results remained robust with controls for children’s sex, race, school site, speed of encoding Arabic numerals and articulating number words, and mathematics achievement in kindergarten. The results also revealed that intelligence and in-class attentive behavior independently contributed to children’s strategy development. PMID:22698947

Medical Complexity among Children with Special Health Care Needs: A Two-Dimensional View.

PubMed

Coller, Ryan J; Lerner, Carlos F; Eickhoff, Jens C; Klitzner, Thomas S; Sklansky, Daniel J; Ehlenbach, Mary; Chung, Paul J

2016-08-01

To identify subgroups of U.S. children with special health care needs (CSHCN) and characterize key outcomes. Secondary analysis of 2009-2010 National Survey of CSHCN. Latent class analysis grouped individuals into substantively meaningful classes empirically derived from measures of pediatric medical complexity. Outcomes were compared among latent classes with weighted logistic or negative binomial regression. LCA identified four unique CSHCN subgroups: broad functional impairment (physical, cognitive, and mental health) with extensive health care (Class 1), broad functional impairment alone (Class 2), predominant physical impairment requiring family-delivered care (Class 3), and physical impairment alone (Class 4). CSHCN from Class 1 had the highest ED visit rates (IRR 3.3, p < .001) and hospitalization odds (AOR: 12.0, p < .001) and lowest odds of a medical home (AOR: 0.17, p < .001). CSHCN in Class 3, despite experiencing more shared decision making and medical home attributes, had more ED visits and missed school than CSHCN in Class 2 (p < .001); the latter, however, experienced more cost-related difficulties, care delays, and parents having to stop work (p < .001). Recognizing distinct impacts of cognitive and mental health impairments and health care delivery needs on CSHCN outcomes may better direct future intervention efforts. © Health Research and Educational Trust.

[Mythodrama--a group psychotherapy model for work with children and adolescents].

PubMed

Guggenbühl, A

1992-10-01

This article discusses group psychotherapy as a possible crisis intervention technique for children and juveniles with behavioral problems at school or whose families are going through divorce, or as an intervention technique in trouble some school classes. The therapeutic group work at the Children and Juvenile Educational Counselling Centre in Bern, Switzerland, is described - "mythodrama" or the "tales, fiction and horror technique", a therapeutic approach which was developed during the last couple of years. The tale at the beginning of the article serves as an introduction and is followed by a description of the different phases of mythodrama. Finally, the main elements of this approach are summarized.

First in the Class? Age and the Education Production Function. NBER Working Paper No. 13663

ERIC Educational Resources Information Center

Cascio, Elizabeth; Schanzenbach, Diane Whitmore

2007-01-01

Older children outperform younger children in a school-entry cohort well into their school careers. The existing literature has provided little insight into the causes of this phenomenon, leaving open the possibility that school-entry age is zero-sum game, where relatively young students lose what relatively old students gain. In this paper, we…

Links Between Sex-Typed Time Use in Middle Childhood and Gender Development in Early Adolescence

ERIC Educational Resources Information Center

McHale, Susan M.; Kim, Ji-Yeon; Whiteman, Shawn; Crouter, Ann C.

2004-01-01

The authors studied sex-typing in the kinds (e.g., sports, handicrafts) and social contexts (same- vs. other-sex companions) of children's free time activities, and the links between sex-typed activities and gender development over 2 years. Participants were 200 White, working- and middle-class children (103 girls, 97 boys; mean age = 10.86…

The Impact of Physical Education on Obesity among Elementary School Children. NBER Working Paper No. 18341

ERIC Educational Resources Information Center

Cawley, John; Frisvold, David; Meyerhoefer, Chad

2012-01-01

In response to the dramatic rise in childhood obesity, the Centers for Disease Control (CDC) and other organizations have advocated increasing the time that elementary school children spend in physical education (PE) classes. However, little is known about the effect of PE on child weight. This paper measures that effect by instrumenting for child…

The Preschool Classroom as a Context for Cognitive Development: Type of Teacher Feedback and Children's Metacognitive Control (El aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños)

ERIC Educational Resources Information Center

Muñoz, Liz; Cruz, Josefina Santa

2016-01-01

Introduction: The aim of this work was to determine whether the type of feedback given by the preschool teacher during class impacts the children's metacognitive control. For this purpose, the children's behavior was analyzed while teachers provided feedback during collaborative learning sessions. Method: A quasi-experimental, cross-sectional…

Children and computer use in the home: workstations, behaviors and parental attitudes.

PubMed

Kimmerly, Lisa; Odell, Dan

2009-01-01

This study examines the home computer use of 26 children (aged 6-18) in ten upper middle class families using direct observation, typing tests, questionnaires and semi-structured interviews. The goals of the study were to gather information on how children use computers in the home and to understand how both parents and children perceive this computer use. Large variations were seen in computing skills, behaviors, and opinions, as well as equipment and workstation setups. Typing speed averaged over 40 words per minute for children over 13 years old, and less than 10 words per minute for children younger than 10. The results show that for this sample, Repetitive Stress Injury (RSI) concerns ranked very low among parents, whereas security and privacy concerns ranked much higher. Meanwhile, children's behaviors and workstations were observed to place children in awkward working postures. Photos showing common postures are presented. The greatest opportunity to improve children's work postures appears to be in providing properly-sized work surfaces and chairs, as well as education. Possible explanations for the difference between parental perception of computing risks and the physical reality of children's observed ergonomics are discussed and ideas for further research are proposed.

Racism and Xenophobia.

ERIC Educational Resources Information Center

Poliakov, Leon; And Others

1984-01-01

A series of articles examines the problem of racism from various perspectives: a historical overview, Swedish children's attitudes toward immigrants, working-class racism, redefinition of racism, Turkish nationalism, multiculturalism, anti-Semitism in France, genetic manipulation, and racist political ideology. (SK)

Ten Adaptive Strategies for Family and Work Balance: Advice from Successful Families.

ERIC Educational Resources Information Center

Haddock, Shelley A.; Zimmerman, Toni Schindler; Ziemba, Scott J.; Current, Lisa R.

2001-01-01

Investigated adaptive strategies of middle class, dual earner couples (N=47) with children that are successfully managing family and work. Guided by grounded-theory methodology, analysis of interview data revealed these successful couples structured their lives around 10 major strategies. Each strategy is defined and illustrated through the…

Building up explanations in physics teaching

NASA Astrophysics Data System (ADS)

Pessoa de Carvalho, Anna Maria; Paulo, Sao

2004-02-01

The purpose of this research project was to study how students in the first years of elementary school (children from 7 to 10 years of age) are initiated into the construction of explanations of physical phenomena in the teaching of science. With this purpose in mind, we organized classes based on the proposition of investigative problems, where children, working in groups, could solve problems by raising and testing their own hypotheses. They would then attempt, by means of general discussion organized by the teacher, to discuss how each problem was solved and why it worked. We videotaped a series of classes in which the students solved 15 different investigative problems. We also analysed the teacher/student interactions that took place (in this paper, we present data on two of these classes). Based on our data we found that students construct their own causal explanations by following a sequence of stages that includes the appearance of novelties. We also discuss how our data relate to the teacher's role in the classroom and to the organization of science teaching at this level.

Can the Enhancement of Group Working in Classrooms Provide a Basis for Effective Communication in Support of School-Based Cognitive Achievement in Classrooms of Young Learners?

ERIC Educational Resources Information Center

Kutnick, Peter; Berdondini, Lucia

2009-01-01

This quasi-experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review notes group work in "authentic" classrooms rarely fulfils its interactive or attainment potential. SPRinG classes undertook a programme of relational training to enhance children's group working skills while control classes…

Do comprehensive schools reduce social mobility?

PubMed

Boliver, Vikki; Swift, Adam

2011-03-01

This paper investigates the claim that the shift from a selective to a comprehensive school system had a deleterious effect on social mobility in Great Britain. Using data from the National Child Development Study, we compare the chances, for both class and income mobility, of those who attended different kinds of school. Where media attention focuses exclusively on the chances for upward mobility of those children from lowly origins who were (or would have been) judged worthy of selection into a grammar school, we offer more rounded analyses. We match respondents in a way that helps us to distinguish those inequalities in mobility chances that are due to differences between children from those due to differences between the schools they attended; we look at the effects of the school system on the mobility chances of all children, not merely those from less advantaged origins; and we compare comprehensive- and selective-system schools, not merely comprehensive and grammar schools. After matching, we find, first, that going to a grammar school rather than a comprehensive does not make low-origin children more likely to be upwardly mobile but it helps them move further if they are; second, that grammar schools do not benefit working-class children, in terms of class mobility, more than they benefit service-class children, but, in terms of income mobility, such schools benefit low-income children somewhat more than they benefit higher-income children - that benefit relating only to rather modest and limited movements within the income distribution. Finally, however, the selective system as a whole yields no mobility advantage of any kind to children from any particular origins: any assistance to low-origin children provided by grammar schools is cancelled out by the hindrance suffered by those who attended secondary moderns. Overall, our findings suggest that comprehensive schools were as good for mobility as the selective schools they replaced. © London School of Economics and Political Science 2011.

Clinical Correlates of Working Memory Deficits in Youth With and Without ADHD: A Controlled Study

PubMed Central

Fried, Ronna; Chan, James; Feinberg, Leah; Pope, Amanda; Woodworth, K. Yvonne; Faraone, Stephen V.; Biederman, Joseph

2016-01-01

Objective Both working memory (WM) (a brain system that provides temporary storage and manipulation of the information) and attention-deficit/hyperactivity disorder (ADHD) have been associated with educational deficits. Since WM deficits are prevalent in children with ADHD, the main aim of the present study was to examine whether educational deficits are driven by working memory deficits or driven by the effect of ADHD itself. Method Participants were referred youth with (N=276) and without (N=241) ADHD ascertained from pediatric and psychiatric sources. Assessment included measures of psychiatric, psychosocial, educational, and cognitive functioning. Education deficits were defined as grade retention or placement in special classes, and were assessed using interviews and written rating scales. Working memory was assessed using the WISC-R Freedom from Distractibility (FFD) factor based on digit span, arithmetic and coding. Results Significantly more youth with ADHD had WM deficits than controls (31.9% vs. 13.7%, p< 0.05). In ADHD children, WM deficits were significantly (p<0.01) associated with an increased risk for grade retention and placement in special classes as well as lower scores on reading and math achievement tests, relative to ADHD children without WM deficits. In contrast, no other differences were noted in other areas of functioning. Although WM deficits also had some adverse impact on educational and cognitive correlates in non ADHD controls, these differences failed to attain statistical significance. Conclusion WM deficits significantly and selectively increase the risk for academic deficits and cognitive dysfunction in children with ADHD beyond those conferred by ADHD. Screening for WM deficits may help identify children with ADHD at high risk for academic and cognitive dysfunction. PMID:26902180

Betaine

MedlinePlus

... the eye, abnormal bone structure, osteoporosis (weak bones), blood clots, or decreased weight or rate of weight gain and slowed development in children. Betaine is in a class of medications called nutrients. It works by decreasing the amount of homocysteine in the blood.

Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

PubMed Central

Dowda, Marsha; Dishman, Rod K; Pate, Russell R.

2016-01-01

Objectives To identify classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. Methods This study included n=495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively and via self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. Results Three classes of behavior were identified: Class 1: Low PA/Low SB, Class 2: Moderate PA/High SB, and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. Conclusions Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines. PMID:27103414

Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis

ERIC Educational Resources Information Center

Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle

2016-01-01

This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…

They Still Can't Count: Assessing and Supporting Children's Counting Difficulties in the Early Years of Schooling

ERIC Educational Resources Information Center

van Klinken, Eduarda; Juleff, Emma

2015-01-01

In this article, the authors describe their efforts to teach counting skills to their class of 5- to 7-year-olds at the Glenleighden School, located in a a suburb of Brisbane. As Glenleighden early childhood teachers, they work in collaboration with a multi-disciplinary team that supports children with speech and language difficulties.…

Socio-economic gradients in psychological distress: a focus on women, social roles and work-home characteristics.

PubMed

Matthews, Sharon; Power, Chris

2002-03-01

A focus in the literature on determinants of women's health is the cost and benefit of occupying multiple roles as employee, spouse, and mother, yet little attention has been given to the work and home characteristics of different roles for women in paid and unpaid work. The impact of work-home factors on socio-economic gradients in health has also tended to be overlooked. This paper assesses the contribution of work-home factors on socio-economic differences in psychological distress among women, using data from the 1958 British birth cohort. Outcome measures include psychological distress and social class at age 33. Work-home measures include: (1) roles--employment, marital status, domestic responsibility and parental status (2) work characteristics--psychosocial job strain, insecurity, unsocial working hours, and (3) home characteristics youngest child's age, total number of children, childcare responsibilities and having an older adult in the household (over 70 years). A social gradient in psychological distress exists: the odds ratio (OR) for classes IV and V versus. I and II was 3.02, adjusting for prior psychological distress reduces this to 2.36. Whilst, work and home factors were associated separately with distress and social class, the combined effect of work and home factors did not account for the class gradient in distress. This surprising result therefore implicates factors beyond adult social roles examined here in the development of socio-economic gradients.

The Power of Black and Latina/o Counterstories: Urban Families and College-Going Processes

ERIC Educational Resources Information Center

Knight, Michelle G.; Norton, Nadjwa E. L.; Bentley, Courtney C.; Dixon, Iris R.

2004-01-01

This article examines the diversity of practices utilized by working-class and poor black and Latina/o families to support their children's college-going processes. We employ the work of feminists, scholars of color, and critical ethnographers to critique the power undergirding the monolithic model establishing one entry point of parental…

First Step to Success. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"First Step to Success" is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period.…

Inclusive Special Education: The Role of Special Education Teachers in Finland

ERIC Educational Resources Information Center

Takala, Marjatta; Pirttimaa, Raija; Tormanen, Minna

2009-01-01

This study concentrates on the work of special education teachers in mainstream education in Finland, where these professionals work with children from various classes, usually in a separate room. The research reported in this article by Marjatta Takala of the University of Helsinki, Raija Pirttimaa of the University of Oulu and Minna Tormanen,…

Oxymetazoline Nasal Spray

MedlinePlus

... is recommended by a doctor. Children 6 to 12 years of age should use oxymetazoline nasal spray carefully and under adult supervision. Oxymetazoline is in a class of medications called nasal decongestants. It works by narrowing the blood vessels in the nasal passages.

A Study of the Communicative Abilities of Disadvantaged Children. Final Report.

ERIC Educational Resources Information Center

Osser, Harry; And Others

The purpose of this series of four studies was to precisely describe the code and dialect features of the speech of both lower class Negro children and middle class white children. In the first study, 16 white middle class (WMC) children were compared to 16 Negro lower class (NLC) children on both an imitation and a comprehension task. The WMC…

Independent Contributions of the Central Executive, Intelligence, and In-Class Attentive Behavior to Developmental Change in the Strategies Used to Solve Addition Problems

ERIC Educational Resources Information Center

Geary, David C.; Hoard, Mary K.; Nugent, Lara

2012-01-01

Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…

How Do Groups Work? Age Differences in Performance and the Social Outcomes of Peer Collaboration

ERIC Educational Resources Information Center

Leman, Patrick J.

2015-01-01

Do children derive different benefits from group collaboration at different ages? In the present study, 183 children from two age groups (8.8 and 13.4 years) took part in a class quiz as members of a group, or individually. In some groups, cohesiveness was made salient by awarding prizes to the top performing groups. In other groups, prizes were…

Comparison of vision disorders between children in mainstream and special education classes in government primary schools in Malaysia.

PubMed

Abu Bakar, Nurul Farhana; Chen, Ai-Hong; Md Noor, Abdul Rahim; Goh, Pik-Pin

2012-08-01

The visual status of children with learning disabilities has not been extensively studied. This study aimed to compare vision disorders between children in mainstream classes and those with learning disabilities attending special education classes in government primary schools in Malaysia. In this cross-sectional comparative study, 60 school children (30 from mainstream classes and 30 from special education classes) who were matched in age (6-12 years old) and ethnicity (Malay, Chinese and Indian) were examined. The subjects were recruited using non-probability convenience sampling. A complete eye examination was performed to detect three major vision disorders, namely refractive error, lag of accommodation and convergence insufficiency. The overall prevalence of refractive error, lag of accommodation and convergence insufficiency was found to be 65.0%, 43.3% and 35.2%, respectively. Convergence insufficiency (χ² = 24.073, p < 0.001) was found to be associated with children in special education classes. No association was found between refractive error and lag of accommodation (p > 0.05) with the type of classes. Children in special education classes are more likely to have convergence insufficiency compared to children in mainstream classes. Thus, vision screening programmes for children in special education classes may need to be modified.

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.

PubMed

Rathmann, Katharina; Herke, Max G; Hurrelmann, Klaus; Richter, Matthias

2018-01-01

The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.

Correlates of Fathers' Participation in Family Work: A Technical Report. Working Paper No. 106.

ERIC Educational Resources Information Center

Baruch, Grace K.; Barnett, Rosalind C.

This study addresses the nature, extent, antecedents, and consequences of fathers' participation in child care and home chores. Data was collected from 160 families with children in kindergarten and fourth-grade classes. The sample was equally divided between the two grade levels and within each grade level by sex. Within each of the four groups…

"The University for the Poor": Portrayals of Class in Translated Children's Literature

ERIC Educational Resources Information Center

Forest, Danielle E.; Garrison, Kasey L.; Kimmel, Sue C.

2015-01-01

Background: Scholars of children's literature have been investigating portrayals of females and racial groups for several decades, yet few have examined depictions of social class. Research on social class depictions in children's literature is needed in order to identify books that affirm children's class identities and offer…

Preventing school failure, drug use, and delinquency among low-income children: long-term intervention in elementary schools.

PubMed

O'Donnell, J; Hawkins, J D; Catalano, R F; Abbott, R D; Day, L E

1995-01-01

A six-year, school-based prevention program, which modified classroom teacher practices, offered parent training, and provided child social skills training, was evaluated for its effects on school failure, drug abuse, and delinquency among low-income urban children. Compared to a low-income control group, children in the intervention group showed enhanced school commitment and class participation. The girls in the group also evidenced lower rates of substance use initiation, while the boys exhibited increased social and school work skills.

No correlation between adiposity and food intake: why are working class children fatter?

PubMed

Rolland-Cachera, M F; Bellisle, F

1986-12-01

Many studies have failed to show a correlation between individual energy intake and obesity. However, the prevalence of overweight is higher in populations with higher caloric intake. In this study on a population of French children, no correlation was found between energy intake and individual corpulence (wt/ht2 index or skinfold thickness), but a higher proportion of overweight children was found in lower social classes where energy intake is traditionally higher. A hypothesis is proposed to account for this apparent contradiction: the typical lifestyle or diet in a given population challenges individual adaptive capacities; the more caloric the socially accepted diet, the higher the proportion of individuals who are challenged beyond their adaptive threshold. Socially determined factors such as a high calorie diet act in a permissive way in the development of obesity although the caloric intake of obese individuals may be no different from that of nonobese peers.

Gender Segregation in Pre-Adolescent Peer Groups as a Matter of Class: Results from Two German Studies

ERIC Educational Resources Information Center

Pfaff, Nicolle

2010-01-01

This study examines social class differences in the gender segregation of children and pre-adolescents and draws upon data from two recent German studies. Based on longitudinal quantitative data from a representative children's survey, the first analysis suggests that in comparison to children from upper-class families, lower-class children tend…

Cultural patterns in children's learning through keen observation and participation in their communities.

PubMed

Correa-Chávez, Maricela; Roberts, Amy L D; Pérez, Margarita Martínez

2011-01-01

This chapter examines children's learning through careful attention and participation in the ongoing activities of their community. This form of learning, which has been called learning through Intent Community Participation, seems to be especially common in Mesoamerican Indigenous communities. In these communities, children are integrated into the everyday work and lives of adults and their learning may not be the central focus. We contrast this pattern with that of middle-class European American communities where children are segregated from the primary adult functions of the community. In middle-class communities and schools, children are often encouraged to engage in abstract lessons where their attention is explicitly directed to specific events. In contrast, learning through keen attention and observation may rely on learning through attention to instructions not specifically directed to the learner. Studies demonstrate Mesoamerican Indigenous children's ability to learn through simultaneous and open attention to overheard or observed activities. This form of learning is supported through multiple modalities of communication and interaction. Motivation to learn stems from the learner's inclusion into the major activities and goals of the community. Implications of research and future directions for the study of learning through keen observation are discussed.

Masculinities fathering and health: the experiences of African-Caribbean and white working class fathers.

PubMed

Williams, Robert Alan

2007-01-01

There is a developing body of research that investigates the links between masculinities and men's health experiences, but the links between masculinities and the health of fathers has been a neglected focus for research in the UK. This paper presents some of the findings drawn from a parent study which investigated African-Caribbean and white working class fathers' experiences of fathering, health and social connectedness. Data are drawn from interviews with 13 men (6 African-Caribbean and 7 White working class) living in a city in the West Midlands area of the UK. In this paper, I analyse and discuss African-Caribbean and white working class fathers' stories about the meaning of health, the influences upon their health, and their health practices. It was found that for the African-Caribbean fathers specifically, anticipated or perceived racist prejudice, abuse or discrimination influenced their health experiences. However, the meaning of health for both ethnic groups of fathers was as functional capacity, that is health was an asset that allowed fathers to meet the obligations of paid work and fathering. These obligations were also associated with a restricted sense of personal agency for the men interviewed, and the associated constraints were linked to transgressive consumption of alcohol, food and tobacco. In addition, fathers were also involved in solitary ways of dealing with their vulnerability, vulnerability that was associated with fathers' health concerns, and other difficult life experiences. Fathers' solitary experiences of vulnerability were also mediated by hegemonic forms of masculinity. Nevertheless, the experience of fathering within the lifecourse influenced men's health experiences: reflexivity and challenges to both transgressive consumption and solitary experiences were linked to fathers' perceived obligations to children. The significance of gender, ethnicity and social class for theory and future research with working class fathers and boys is identified, and the need for gender-sensitive public health and health promotion interventions regarding the 'work-family balance' and working class fathers' personal and social skills is also discussed.

Improving problem solving in primary school students: The effect of a training programme focusing on metacognition and working memory.

PubMed

Cornoldi, Cesare; Carretti, Barbara; Drusi, Silvia; Tencati, Chiara

2015-09-01

Despite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students' motivation and competence. This study examined the feasibility of improving problem-solving skills in school children by means of a training programme that addresses general and specific abilities involved in problem solving, focusing on metacognition and working memory. The project involved a sample of 135 primary school children attending eight classes in the third, fourth, and fifth grades (age range 8-10 years). The classes were assigned to two groups, one attending the training programme in the first 3 months of the study (Training Group 1) and the other serving as a waiting-list control group (Training Group 2). In the second phase of the study, the role of the two groups was reversed, with Training Group 2 attending the training instead of Training Group 1. The training programme led to improvements in both metacognitive and working memory tasks, with positive-related effects on the ability to solve problems. The gains seen in Training Group 1 were also maintained at the second post-test (after 3 months). Specific activities focusing on metacognition and working memory may contribute to modifying arithmetical problem-solving performance in primary school children. © 2015 The British Psychological Society.

Peer and teacher ratings of third- and fourth-grade children's social behavior as a function of early maternal employment.

PubMed

Youngblade, Lise M

2003-05-01

One of the more controversial issues related to maternal employment in the United States concerns the timing of entry into the workforce and its effect on children, particularly during the first year of the child's life. Some studies show deleterious effects on children, such as increases in aggression and noncompliance, while others document few negative and even positive effects of early employment. This study examined the long-term effects of maternal employment during the child's first year of life on the social behavior of 171 third- and fourth-grade children in two-parent families. The moderating effects of child gender and social class were investigated. The extent to which stability in alternative care arrangements statistically explained links between early maternal employment and child outcomes was tested. After controlling for child gender, and maternal ethnicity, social class, and current employment status, third- and fourth-grade children whose mothers were employed during their first year of life evinced more acting out and less frustration tolerance and were nominated more often by peers for 'hitting' and 'being mean' than children whose mothers were not employed. There was some evidence that these associations were moderated by child gender and social class: boys, but not girls, whose mothers were employed during the first year were subsequently rated by teachers as acting out more than other children, and were also more likely to be nominated by peers for hitting. Higher nominations for hitting were only found in the working class. Finally, there was partial evidence that the number of alternative child-care arrangements during the first year accounted for the links between early maternal employment and subsequent child outcomes. These results are congruent with extant research that posits a risk of early employment on socioemotional development, but show that this risk is partially attributable to child-care instability.

Some Assumptions in the Assessment of Educational Disadvantage.

ERIC Educational Resources Information Center

Gutfreund, R.

1979-01-01

Analyzes the failure of three approaches currently used to explain educational under-achievement by working class children. Recommends study of distinctions between educational content and process, material and cultural insulation, and teacher-student-parent interactions. Strategy suggested is small group instruction emphasizing affective learning…

Music You Can See

ERIC Educational Resources Information Center

Stephens, Shannon Sweny

2012-01-01

Children of all ages love painting to music. Aside from discovering the natural correlation between music and art, the author's students learned about Mozart's life and work in music class. In this article, students discover the influence that music can have on their art. (Contains 1 online resource.)

Recent Soviet Vocationalisation Policies.

ERIC Educational Resources Information Center

O'Dell, Felicity

The Soviet Union is attempting to deal with the sometimes conflicting problems of efficient vocationalization and provision of equal opportunity. From the first class of general school, Soviet children have several "labor" lessons a week. Main components of these lessons are practical skills, socialization for work, and vocational…

Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.

PubMed

Mehr, Samuel A; Schachner, Adena; Katz, Rachel C; Spelke, Elizabeth S

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.

Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment

PubMed Central

Mehr, Samuel A.; Schachner, Adena; Katz, Rachel C.; Spelke, Elizabeth S.

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction. PMID:24349171

Heterogeneity of executive functions among comorbid neurodevelopmental disorders

PubMed Central

Dajani, Dina R.; Llabre, Maria M.; Nebel, Mary Beth; Mostofsky, Stewart H.; Uddin, Lucina Q.

2016-01-01

Executive functions (EFs) are used to set goals, plan for the future, inhibit maladaptive responses, and change behavior flexibly. Although some studies point to specific EF profiles in autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) — prevalent and often highly comorbid neurodevelopmental disorders — others have not differentiated them. The objective of the current study was to identify distinct profiles of EF across typically developing (TD) children and children with ASD and ADHD. We employed a latent profile analysis using indicators of EF (e.g., working memory, inhibition, and flexibility) in a mixed group of 8–13 year-olds including TD children (n = 128), children with ASD without ADHD (n = 30), children with ADHD (n = 93), and children with comorbid ASD and ADHD (n = 66). Three EF classes emerged: “above average,” “average,” and “impaired.” EF classes did not reproduce diagnostic categories, suggesting that differences in EF abilities are present within the ASD and ADHD groups. Further, greater EF dysfunction predicted more severe socioemotional problems, such as anxiety/depression. These results highlight the heterogeneity of current diagnostic groups and identify an “impaired” EF group, consisting of children with both ASD and ADHD, which could specifically be targeted for EF intervention. PMID:27827406

Teaching children with attention deficit hyperactivity disorder in remedial classes.

PubMed

Brodin, Jane; Ljusberg, Anna-Lena

2008-12-01

This article is based on data collected in the interdisciplinary project 'basic skills, social interaction and training of the working memory'. The trend in today's schools is to work for inclusion of all children based on the Convention on the Rights of the Child. The focus of this study is teachers' and parents' views on the education of children with attention deficit hyperactivity disorder and similar symptoms. The aim is to increase teachers' and parents' knowledge of the school context for this group of children. A questionnaire was developed and distributed to all teachers and parents involved in the project and data were compiled and reported in running text. Twenty-one teachers and school staff, and 41 parents (one dropped out) were involved. The results showed that problems in the classroom sometimes exceeded the genuine tasks of the school, and too much time was spent on reproving pupils' unacceptable behaviours.

The Shy Child in Physical Education.

ERIC Educational Resources Information Center

Connelly, Deidre

1988-01-01

This article describes ways in which physical education teachers may influence shy children in order to reduce their shy behavior by working closely with them to encourage class participation, motivating them to develop new skills, and offering positive reinforcement of pro-social behavior. Twelve steps are described. (JL)

Critical Social Class Theory for Music Education

ERIC Educational Resources Information Center

Bates, Vincent C.

2017-01-01

This work of critical social theory explores how formal music education in modern capitalist societies mirrors the hierarchical, means-ends, one-dimensional structures of capitalism. So, rather than consistently or reliably empowering and emancipating children musically, school music can tend to marginalize, exploit, repress, and alienate. The…

Prejudice in Schools: Promotion of an Inclusive Culture and Climate

ERIC Educational Resources Information Center

Dessel, Adrienne

2010-01-01

Public schools represent the pluralism of American society. Unfortunately, many children experience their public school environment as unwelcoming or even violent. Prejudicial attitudes contribute to problematic intergroup relations in public school settings. Furthermore, teachers are often unprepared to work with the diversity of class,…

"The law has no feeling for poor folks like us!" Everyday responses to legal compulsion in England's working-class communities, 1871-1904.

PubMed

Auerbach, Sascha

2012-01-01

During the late Victorian period, the role of the state increased dramatically in England's working-class urban communities. New laws on labor, health, and education, enforced by a growing bureaucracy of elected and appointed officials, extended the reach of public authority into daily life on an unprecedented scale. Everyday negotiations between these officials and working-class men and women, I argue, were key moments for determining the practical impact of new social welfare policies. This was particularly true in the contestation over children's compulsory school attendance, as I demonstrate through a close examination of the daily encounters between parents and education officials. Despite the growing size and authority of the Victorian state, working-class parents effectively mitigated the impact of the compulsory education laws on their families. They were able to do so because the categories that governed the level of enforcement—age, household economic status, health, and labor—were themselves determined through daily dialogues between parents and education officials. Parents' familiarity with the law and with the dynamics of the public education bureaucracy were key factors in these negotiations, as were internal fractures within the Victorian state itself. Working-class parents, and mothers in particular, also countered officials' moral policy justifications with their own discourse of right and wrong, which focused on the legitimacy of parental authority, an insistence on just treatment, and the elevation of household needs over the laws' requirements.

Making Class: Children's Perceptions of Social Class through Illustrations

ERIC Educational Resources Information Center

Howard, Adam; Swalwell, Katy; Adler, Karlyn

2018-01-01

Background/Context: Though there has been attention to how class differences impact children's experiences in schools and how young people perceive racial and gender differences, very little research to date has examined how young people make sense of social class differences. Purpose: In this article, the authors examine young children's…

A Cooperative Learning Classroom Intervention for Increasing Peer's Acceptance of Children With ADHD.

PubMed

Capodieci, Agnese; Rivetti, Thomas; Cornoldi, Cesare

2016-08-31

The hypothesis behind this study was that trained teachers using cooperative learning procedures with children in their classroom (aged from 6 to 10 years) can influence the social skills of children with ADHD symptoms and their acceptance by their peers. The study involved 30 children with ADHD symptoms attending 12 different classes, where cooperative learning was adopted in some, and standard practices in others. ADHD children's symptoms, social skills, and cooperative behavior were assessed by means of a teacher's questionnaire, and the social preferences of the children in their class were collected. Changes emerged in teachers' assessments of the children's cooperative behavior in the experimental classes. Improvements in the sociometric status of children with ADHD symptoms were only seen in the cooperative learning classes. These results show the importance of well-structured intervention in classes that include children with ADHD symptoms. Implications of these findings for future intervention are discussed. © The Author(s) 2016.

"De-humanised females and Amazonians": British wartime fashion and its representation in Home chat, 1914-1918.

PubMed

Buckley, Cheryl

2002-01-01

Popular representations of the fashionably dressed female body between 1914 and 1918 were highly contradictory and, as this essay will show, were sharply delineated in Home Chat, one of a growing number of relatively new women's magazines which addressed the needs of an expanding skilled working-class and lower-middle-class female readership. Aiming to provide women with practical advice about all aspects of their daily lives, from the traditional concerns of fashion and beauty, marriage and children, to the more contentious issue of women's aspirations beyond the home, Home Chat was uniquely placed to reflect shifting gender and class relations.

Peer Victimisation and Its Relation to Class Relational Climate and Class Moral Disengagement among School Children

ERIC Educational Resources Information Center

Thornberg, Robert; Wänström, Linda; Pozzoli, Tiziana

2017-01-01

The aim of the present study was to examine whether class climate and class moral disengagement each contribute to explain different levels of victimisation among classes. Eight-hundred-and-ninety-nine children from 43 Swedish elementary school classes participated in the current study. Class moral disengagement, class relational climate and peer…

Modeling and Verbalizations of Lower-Class, Black, Preschool Children: Educational Implications.

ERIC Educational Resources Information Center

Gottfried, Adele E.

Two purposes guided this study: (1) to investigate the effects of modeling on the verbalizations of lower-class, black, preschool children; and (2) to investigate the relationships between the dialect employed by the model and children's language production. As subjects, 72 black, preschool children in lower-class neighborhood day care centers of…

The prevalence of abnormal metabolic parameters in obese and overweight children.

PubMed

Salvatore, Deborah; Satnick, Ava; Abell, Rebecca; Messina, Catherine R; Chawla, Anupama

2014-09-01

This retrospective study aimed to determine the prevalence of abnormal metabolic parameters in obese children and its correlation to the degree of obesity determined by body mass index (BMI). In total, 101 children seen at the Pediatric Gastroenterology Obesity Clinic at Stony Brook Children's University Hospital were enrolled in the study. The degree of obesity was characterized according to the following formula: (patient's BMI/BMI at 95th percentile) × 100%, with class I obesity >100%-120%, class II obesity >120%-140%, and class III obesity >140%. A set of metabolic parameters was evaluated in these patients. Frequency distributions of all study variables were examined using the χ(2) test of independence. Mean differences among the obesity classes and continuous measures were examined using 1-way analysis of variance. Within our study population, we found that 80% of our obese children had a low high-density lipoprotein (HDL) cholesterol level, 58% had elevated fasting insulin levels, and 32% had an elevated alanine aminotransferase (ALT) level. Class II obese children had a 2-fold higher ALT value when compared with class I children (P = .036). Fasting insulin, ALT, HDL cholesterol, and triglyceride levels trended with class of obesity. Obese children in classes II and III are at higher risk for developing abnormal laboratory values. We recommend obese children be further classified to reflect the severity of the obesity since this has predictive significance for comorbidities. Obesity classes I, II, and III could help serve as a screening tool to help communicate risk assessment. © 2013 American Society for Parenteral and Enteral Nutrition.

Latent profile analysis of teacher perceptions of parent contact and comfort.

PubMed

Stormont, Melissa; Herman, Keith C; Reinke, Wendy M; David, Kimberly B; Goel, Nidhi

2013-09-01

The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.

Social closure, micro-class immobility and the intergenerational reproduction of the upper class: a comparative study.

PubMed

Ruggera, Lucia; Barone, Carlo

2017-06-01

This article assesses how processes of social closure enhance intergenerational immobility in the regulated professions and thus promote persistence at the top of the occupational hierarchy. We compare four European countries (GB, Germany, Denmark and Sweden) that differ considerably in their degree of professional regulation and in their broader institutional arrangements. We run log-linear and logistic regression models on a cumulative dataset based on three large-scale surveys with detailed and highly comparable information at the level of unit occupations. Our analyses indicate that children of licensed professionals are far more likely to inherit the occupation of their parents and that this stronger micro-class immobility translates into higher chances of persistence in the upper class. These results support social closure theory and confirm the relevance of a micro-class approach for the explanation of social fluidity and of its cross-national variations. Moreover, we find that, when children of professionals do not reproduce the micro-class of their parents, they still display disproportionate chances of persistence in professional employment. Hence, on the one hand, processes of social closure erect barriers between professions and fuel micro-class immobility at the top. On the other hand, the cultural proximity of different professional groups drives intense intergenerational exchanges between them. Our analyses indicate that these micro- and meso-class rigidities work as complementary routes to immobility at the top. © London School of Economics and Political Science 2017.

Class Discussions: Locating Social Class in Novels for Children and Young Adults

ERIC Educational Resources Information Center

McLeod, Cynthia Anne

2008-01-01

Few studies on representations of social class in children's literature have been published in the United States. As a language arts teacher and media specialist in a high poverty school, the author describes children's novels that directly address social class and the subtopic of the labor movement and consider the continued relevance of social…

Third graders' understanding of core political concepts (law, nation-state, government) before and after teaching.

PubMed

Berti, A E; Andriolo, A

2001-11-01

A curriculum of about 22 hr distributed over 3 months on some core political notions (law, the main Italian political offices, the state) was implemented in an Italian 3rd-grade class of 23 children. Another class of 20 children formed the comparison group. The workings of the executive system were exemplified by explaining the running of the school (which in Italy is state-run). Children's learning and retention of these notions were tested twice, 1 month and 10 months after the end of the curriculum. At pre-test, before implementation of the curriculum, the majority of the children did not have a concept of the political domain: They did not know of parliament and government, hardly distinguished between the law and other types of rules, and did not know that teachers, policemen, and judges are public servants. At post- and delayed post-test, most of the children in the experimental group had mastered the concepts, performing significantly better than the comparison group. Thus, the development of political understanding appears to be due to the acquisition of relevant domain-specific knowledge rather than the emergence of across-the-board logic ability.

Testosterone, Marital Quality, and Role Overload

ERIC Educational Resources Information Center

Booth, Alan; Johnson, David R.; Granger, Douglas A.

2005-01-01

In a sample of established working- and middle-class families with school-aged children (N= 307 wives and 307 husbands), neither husbands nor wives testosterone showed a direct connection with marital quality. In contrast, the association between husbands' testosterone and positive and negative marital quality (as evaluated by both spouses) was…

Postcards from India.

ERIC Educational Resources Information Center

Sahni, Urvashi

1999-01-01

Interviews children and adults living in rural areas in the state of Uttar Pradesh in northern India regarding education, revealing individuals' hopes and dreams against a backdrop of severe class, caste, and gender stratification. Examines the promise of schooling and literacy in India, the relationship of schooling and literacy to work, and of…

A Teacher Talks to the Standards Bearers.

ERIC Educational Resources Information Center

Dunn, Andrew

1993-01-01

National testing will not improve teacher's genius, students' prospects in life, or learning opportunities in school's immediate surroundings. Too much emphasis will be placed on comparisons among districts, counties, and states. Money will be pumped into raising scores, not decreasing class size or giving teachers more time to work with children.…

Working with Different Cultural Patterns & Beliefs: Teachers & Families Learning Together

ERIC Educational Resources Information Center

Purcell-Gates, Victoria; Lenters, Kimberly; McTavish, Marianne; Anderson, Jim

2014-01-01

Rogoff (2003) argues that "Human development is a cultural process….People develop as participants in cultural communities" (p. 3). Children develop within families, and different cultures reflect differences in how they structure activity for this development. For example, middle class North American families generally would not permit…

The School Performance of Immigrant Minorities: A Comparative View.

ERIC Educational Resources Information Center

Gibson, Margaret A.

1987-01-01

Working class immigrant youth are frequently more successful in school than nonimmigrant students of similar background if they receive all their schooling in their new homeland. This article explores the forces that allow the children of Punjabi Sikh farm families to succeed academically in spite of severe handicaps. (VM)

Hupa Natural Resources Dictionary.

ERIC Educational Resources Information Center

Bennett, Ruth, Ed.; And Others

Created by children in grades 5-8 who were enrolled in a year-long Hupa language class, this computer-generated, bilingual book contains descriptions and illustrations of local animals, birds, and fish. The introduction explains that students worked on a Macintosh computer able to print the Unifon alphabet used in writing the Hupa language.…

Collaboration between nurses and agricultural teachers to prevent adolescent agricultural injuries: the Agricultural Disability Awareness and Risk Education Model.

PubMed

Reed, Deborah B; Kidd, Pamela S

2004-01-01

Nearly 2 million children live or work on America's farms and ranches. Despite the increasing mechanization of production agriculture in the United States, children still constitute a considerable portion of the work force on farms and ranches. When adjusted for actual work exposure time, adolescent injury rates on agricultural establishments surpass those of adults (Castillo, D. N., Landen, D. D., & Layne, L. A. (1994). American Journal of Public Health, 84, 646-649). This project, headed by two public health nurses, developed and tested an agricultural safety curriculum [Agricultural Disability Awareness and Risk Education (AgDARE)] for use in high school agriculture classes. Students who participated in AgDARE scored significantly higher in farm safety attitude and intent to change work behavior than the control group. School and public health nurses, working together with agriculture teachers, may make an effective team in reducing injuries among teen agricultural workers.

Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade.

PubMed

DuPaul, George J; Morgan, Paul L; Farkas, George; Hillemeier, Marianne M; Maczuga, Steve

2016-10-01

Children with attention-deficit/hyperactivity disorder (ADHD) are known to exhibit significantly lower academic and social functioning than other children. Yet the field currently lacks knowledge about specific impairment trajectories experienced by children with ADHD, which may constrain early screening and intervention effectiveness. Data were analyzed from a nationally representative U.S. cohort in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) for 590 children (72.7 % male) whose parents reported a formal diagnosis of ADHD. Children's math, reading, and interpersonal skills were assessed at 5 time points between kindergarten and fifth grade. Growth mixture model analyses indicated 4 latent trajectory classes for reading, 8 classes for math, and 4 classes for interpersonal skills. Membership in reading and math trajectory classes was strongly related; overlaps with interpersonal skills classes were weaker. Trajectory class membership was correlated with demographic characteristics and behavioral functioning. Children with ADHD display substantial heterogeneity in their reading, math, and interpersonal growth trajectories, with some groups of children especially likely to display relatively severe levels of academic and social impairment over time. Early screening and intervention to address impairment, particularly reading difficulties, among kindergarten students with ADHD is warranted.

Beyond Competence and Performance: Children's Class Inclusion Strategies, Superordinate Class Cues, and Verbal Justifications.

ERIC Educational Resources Information Center

Chapman, Michael; McBride, Michelle L.

1992-01-01

Children of 4 to 10 years of age were given 2 class inclusion tasks. Younger children's performance was inflated by guessing. Scores were higher in the marked task than in the unmarked task as a result of differing rates of inclusion logic. Children's verbal justifications closely approximated estimates of their true competence. (GLR)

Effect of transporting an evidence-based, violence prevention intervention to Jamaican preschools on teacher and class-wide child behaviour: a cluster randomised trial.

PubMed

Baker-Henningham, H; Walker, S

2018-01-01

Based on extensive piloting work, we adapted the Incredible Years (IY) teacher-training programme to the Jamaican preschool setting and evaluated this adapted version through a cluster-randomised trial. Twenty-four community preschools in Kingston, Jamaica were randomly assigned to intervention (12 schools, 37 teachers) or control (12 schools, 36 teachers). The intervention involved training teachers in classroom management through eight full-day training workshops and four individual 1-h in-class support sessions. Outcome measurements included direct observation of teachers' positive and negative behaviours to the whole class and to high-risk children and four observer ratings: two measures of class-wide child behaviour and two measures of classroom atmosphere. Measures were repeated at a six-month follow-up. Significant benefits of intervention were found for teachers' positive [effect size (ES) = 3.35] and negative (ES = 1.29) behaviours to the whole class and to high-risk children (positive: ES = 0.83; negative: ES = 0.50) and for observer ratings of class-wide child behaviour (ES = 0.73), child interest and enthusiasm (ES = 0.98), teacher warmth (ES = 2.03) and opportunities provided to share and help (ES = 5.72). At 6-month follow-up, significant benefits of intervention were sustained: positive behaviours (ES = 2.70), negative behaviours (ES = 0.98), child behaviour (ES = 0.50), child interest and enthusiasm (ES = 0.78), teacher warmth (ES = 0.91), opportunities to share and help (ES = 1.42). The adapted IY teacher-training programme produced large benefits to teacher's behaviour and to class-wide measures of children's behaviour, which were sustained at 6-month follow-up. Benefits were of a similar magnitude to those found in a pilot study of the minimally adapted version that required significantly more in-class support for teachers.

DYADIC PARENTING AND CHILDREN'S EXTERNALIZING SYMPTOMS.

PubMed

Meteyer, Karen B; Perry-Jenkins, Maureen

2009-07-01

We explore dyadic parenting styles and their association with first-grade children's externalizing behavior symptoms in a sample of 85 working-class, dual-earner families. Cluster analysis is used to create a typology of parenting types, reflecting the parental warmth, overreactivity, and laxness of both mothers and fathers in two-parent families. Three distinct groups emerged: Supportive Parents, Mixed-Support Parents and Unsupportive Parents. Results indicate that dyadic parenting styles were related to teacher-reported externalizing symptoms for boys but not for girls.

Changes in language development among autistic and peer children in segregated and integrated preschool settings.

PubMed

Harris, S L; Handleman, J S; Kristoff, B; Bass, L; Gordon, R

1990-03-01

Five young children with autism enrolled in a segregated class, five other children with autism in an integrated class, and four normally developing peer children in the integrated class were compared for developmental changes in language ability as measured by the Preschool Language Scale before and after training. The results, based on Mann-Whitney U tests, showed that (a) all of the children as a group made better than normative progress in rate of language development, (b) the scores of the autistic children were significantly lower than the peers before and after treatment, and (c) there were no significant differences in changes in language ability between the autistic children in the segregated and integrated classes.

Changing families, changing workplaces.

PubMed

Bianchi, Suzanne M

2011-01-01

American families and workplaces have both changed dramatically over the past half-century. Paid work by women has increased sharply, as has family instability. Education-related inequality in work hours and income has grown. These changes, says Suzanne Bianchi, pose differing work-life issues for parents at different points along the income distribution. Between 1975 and 2009, the labor force rate of mothers with children under age eighteen increased from 47.4 percent to 71.6 percent. Mothers today also return to work much sooner after the birth of a child than did mothers half a century ago. High divorce rates and a sharp rise in the share of births to unmarried mothers mean that more children are being raised by a single parent, usually their mother. Workplaces too have changed, observes Bianchi. Today's employees increasingly work nonstandard hours. The well-being of highly skilled workers and less-skilled workers has been diverging. For the former, work hours may be long, but income has soared. For lower-skill workers, the lack of "good jobs" disconnects fathers from family obligations. Men who cannot find work or have low earnings potential are much less likely to marry. For low-income women, many of whom are single parents, the work-family dilemma is how to care adequately for children and work enough hours to support them financially. Jobs for working-class and lower middle-class workers are relatively stable, except in economic downturns, but pay is low, and both parents must work full time to make ends meet. Family income is too high to qualify for government subsidized child care, but too low to afford high-quality care in the private market. These families struggle to have a reasonable family life and provide for their family's economic well-being. Bianchi concludes that the "work and family" problem has no one solution because it is not one problem. Some workers need more work and more money. Some need to take time off around the birth of a child without permanently derailing a fulfilling career. Others need short-term support to attend to a family health crisis. How best to meet this multiplicity of needs is the challenge of the coming decade.

When low-income mothers go to work: implications for children.

PubMed

Zaslow, M J; Emlg, C A

1997-01-01

When mothers who have depended on welfare become employed, the change affects not only welfare budgets and the women themselves, but the daily lives of the children who make up two-thirds of the welfare population. This article is the first of a set of three that consider what we know--and do not know--about the likely effects that a mother's moving from welfare to work will have on her children. This article gives an overview of research studies conducted from the late 1960s to the present that consider how maternal employment affects children in low-income families. The efforts of these families to juggle working and child rearing have received far less attention than those of middle-class or professional families. Most studies that do focus on low-income groups indicate that children are seldom harmed when their mothers work, and many have improved outcomes, especially in terms of cognitive development. The authors caution, however, that all the working mothers studied thus far entered employment voluntarily, so their experiences may be more favorable than the experiences of families who may be forced off welfare and into jobs. Child outcome research that focuses directly on the families who will be affected by welfare reform is currently unavailable. The two subsequent articles (by Parcel and Menaghan and by Moore and Driscoll) continue with the themes raised in this overview and examine in depth specific questions policymakers should ask as they anticipate the effects that moving mothers into low-wage jobs may have on the development of children: How does a parent's going to work outside the home affect family life? And how do children who were once supported by public assistance fare after their mothers become employed?

Performance Characteristics of Middle-Class and Lower-Class Preschool Children on the Stanford-Binet, 1960 Revision.

ERIC Educational Resources Information Center

Meyer, William J.; Goldstein, David

The relative difficulty levels of Stanford-Binet items between the ages of four and six among prekindergarten Head Start children were studied. A comparison sample of prekindergarten white middle class children was included to evaluate the age norms on a culturally typical sample of children and to assess performance on the Binet as it might…

A Cross-Linguistic Study of Sound-Symbolism in Children’s Verb Learning

PubMed Central

Yoshida, Hanako

2012-01-01

A long history of research has considered the role of iconicity in language and the existence and role of non-arbitrary properties in language and the use of language. Previous studies with Japanese-speaking children whose language defines a large grammatical class of words with clear sound symbolism suggest that iconicity properties in Japanese may aid early verb learning, and a recent extended work suggest that such early sensitivity is not limited to children whose language supports such word classes. The present study further considers the use of sounds symbolic words in verb learning context by conducting systematic cross-linguistic comparisons on early exposure to and effect of sound symbolism in verb mapping. Experiment 1 is an observational study of how English- and Japanese-speaking parents talk about verbs. More conventionalized symbolic words were found in Japanese-speaking parental input and more idiosyncratic use of sound symbolism in English-speaking parental input. Despite this different exposure of iconic forms to describe actions, the artificial verb learning task in Experiment 2 revealed that children in both language groups benefit from sound-meaning correspondences for their verb learning. These results together confirm more extensive use of conventionalized sound-symbolism among Japanese-speakers, and also support a cross-linguistic consistency of the effect, which has documented in the recent work. The work also points to the potential value of understanding the contexts in which sound-meaning correspondences matter in language learning. PMID:23807870

Parents' Gender Ideology and Gendered Behavior as Predictors of Children's Gender-Role Attitudes: A Longitudinal Exploration.

PubMed

Paul Halpern, Hillary; Perry-Jenkins, Maureen

2016-05-01

The current study utilized longitudinal, self-report data from a sample of 109 dual-earner, working-class couples and their 6-year-old children living in the northeastern United States. Research questions addressed the roles of parents' gender ideology and gendered behaviors in predicting children's development of gender-role attitudes. It was hypothesized that parents' behavior would be more influential than their ideology in the development of their children's attitudes about gender roles. Parents responded to questionnaires assessing their global beliefs about women's and men's "rightful" roles in society, work preferences for mothers, division of household and childcare tasks, division of paid work hours, and job traditionality. These data were collected at multiple time points across the first year of parenthood, and during a 6-year follow-up. At the final time point, children completed the Sex Roles Learning Inventory (SERLI), an interactive measure that assesses gender-role attitudes. Overall, mothers' and fathers' behaviors were better predictors of children's gender-role attitudes than parents' ideology. In addition, mothers and fathers played unique roles in their sons' and daughters' acquisition of knowledge about gender stereotypes. Findings from the current study fill gaps in the literature on children's gender development in the family context-particularly by examining the understudied role of fathers in children's acquisition of knowledge regarding gender stereotypes and through its longitudinal exploration of the relationship between parents' gender ideologies, parents' gendered behaviors, and children's gender-role attitudes.

Children at health risks.

PubMed

Sekar, H R

1992-01-01

In India, 69% of the children of the working class die, most of whom are child laborers. Economic pressure forces parents to make their children work. Employers want child workers because they can manipulate them and pay them low wages, thereby ensuring their viability. The caste system induces social inequality, inheritance invokes cultural inequality, and patriarchal socialization is responsible for gender inequality, all of which perpetuates exploitation of children by employers. In Sivakasi, an estimated 125,000 children make up the child labor force, comprising 30% of the entire labor force. 75% are from the lowest castes. 90% of child workers are girls because they are more obedient and accept even lower wages than boys, and girls need to save for their dowry. Girls often suffer verbal and physical abuse. Like their parents who were also child workers, child workers are illiterate and work long hours. A small rich elite in Sivakasi controls most of the trading and industrial capital, educational institutions, and voluntary organizations. Employers' agents give parents a loan and use their children's labor as security. Each day, they bring child workers to Sivakasi in factory buses from villages to work at least 12 hour days. They work under hazardous conditions, e.g., working with toxic chemicals. Coughing, sore throat, dizziness, methemoglobinemia, and anemia are common effects of ingestion or inhalation of chlorate dust. Inhalation of sulphur dust causes respiratory infections, eye infections, and chronic lung diseases (e.g., asthma). Fires and explosions are common risks for working children. Factory management seldom undertake fire prevention measures. An extensive survey of the problem of child labor is needed in Sivakasi before systematic planning to protect children could be done. Overall development, especially agricultural development, is needed. Parents, employers, enforcement authorities, trade unions, and social groups need to be sensitized to the abomination of child labor. The government should provide monetary incentives to employers that do not use child labor and disincentives to those that do.

Adapting Physical Education: A Guide for Individualizing Physical Education Programs.

ERIC Educational Resources Information Center

Buckanavage, Robert, Ed.; And Others

Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

Increasing Explanatory Behaviour, Problem-Solving, and Reasoning within Classes Using Cooperative Group Work

ERIC Educational Resources Information Center

Gillies, Robyn M.; Haynes, Michele

2011-01-01

The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours that challenge children's thinking and scaffold their learning. It does this by seeking to determine whether teachers who implement cooperative learning and receive training in explicit strategic questioning strategies…

Visible Pedagogic Work: Parenting, Private Tutoring and Educational Advantage in Australia

ERIC Educational Resources Information Center

Sriprakash, Arathi; Proctor, Helen; Hu, Betty

2016-01-01

This article explores parents' use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated…

Goldilocks/Baby Bear Approach to Differentiation

ERIC Educational Resources Information Center

Oliver, Cindy Lovell

2007-01-01

The teacher's of America's one-room schoolhouses long ago mastered the concept of differentiation. Small class sizes were the norm, including children of all ages. Older, or more advanced students, helped others understand their lessons. Students move on to more difficult work as they were ready. Skipping grades was not uncommon. As the population…

Conversations Which Extend the Learning Contexts for Literacy: Using Life Stories.

ERIC Educational Resources Information Center

Baghban, Marcia

This paper describes a graduate course using biographical materials for teachers to work through their understandings of reading and writing as personal, valuable processes. The course consists of three parts; each session begins with the reading of a children's picture book that deals with reading and writing; next, the class reads the…

The Teacher as Colleague in Classroom Research.

ERIC Educational Resources Information Center

Florio, Susan; Walsh, Martha

The structure and quality of classroom interaction and the ways in which children learn how to interact appropriately was the initial focus of the research and field work described in this paper. The site was a kindergarten/first grade class in a suburban Boston Title I elementary school with many students from second and third generation…

Teaching and Learning Communication, Language and Literacy

ERIC Educational Resources Information Center

Browne, Ann

2007-01-01

In this book, Ann Browne draws on research findings and good practice to provide practical and guidance about working with young children aged 3-5 years in nursery and reception classes. The author covers all of the key theoretical issues, providing a wealth of classroom examples. Practical suggestions for activities and resources include ways of…

Native American Education Program, 1981-82: O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Lehman, Sheila

During 1981-82, the Native American Education Program, based in a lower working class neighborhood in Manhattan, served 360 Native American children (K-12) scattered throughout New York City. Goals of visiting and interviewing 50% of the target population of 500 Native American students in the city were substantially realized. Materials and…

Tricky Circuitry

ERIC Educational Resources Information Center

Davies, Tony

2014-01-01

Teaching children about circuits and the way electricity works is a "tricky business" because it is invisible. Just imagine all eyes are on the teacher as he or she produces for the class what looks like a ping-pong ball and then, with a wave of their hand, the incredible happens! This wonderful white sphere begins to glow red and a…

The Impact of Family Socialization on Sociomoral Development in Childhood and Adolescence.

ERIC Educational Resources Information Center

Krettenauer, Tobias; Grundmann, Matthias; Keller, Monika; Schmid, Christine

This longitudinal study examined effects of family socialization on sociomoral reasoning in the context of the peer and parent-child relationships. Subjects were 121 urban Icelandic children. Social class was constructed as a multinominal measure defined by the nature of work, education, authority, and responsibility of the parents in the work…

When a Lie Is Not a Lie: Understanding Chinese Working-Class Mothers' Moral Teaching and Moral Conduct

ERIC Educational Resources Information Center

Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe

2012-01-01

While honesty is noticeably emphasized in Chinese childrearing practices, deception for the sake of collective good and maintenance of interpersonal relationship is widely endorsed by Chinese culture. This study examines how Chinese mothers negotiate between teaching honesty and helping their young children develop situational-appropriate…

Making an Impact with Impact Studies

ERIC Educational Resources Information Center

Marcus, Adam; Leman, Melissa

2011-01-01

Until last year, PS 32 in Brooklyn, New York, had no working library for children. The 2009 graduating class of fifth graders had gone through their entire elementary school experience without checking out a book or doing research in a well-equipped school library. The library collection was limited. The shelves were half-empty. Books were shelved…

Teacher Candidates' Metaphorical Perceptions of Older Family Members

ERIC Educational Resources Information Center

Gültekin, Filiz; Aricioglu, Ahu

2017-01-01

This study was conducted on teacher candidates who had the opportunity to work with children, adolescents, young adults, adults and the elderly. We believed that determining the relationship between teacher candidates and their elders and their perceptions would help to plan classes and events for the elderly target group. For this purpose, the…

Expanding Learning, Enriching Learning: Portraits of Five Programs. Stories from the Field

ERIC Educational Resources Information Center

Browne, Daniel; Syed, Sarosh; Mendels, Pamela

2013-01-01

These "Stories From the Field" describe five Wallace-funded programs working to expand learning and enrichment for disadvantaged children, so they can benefit from the types of opportunities their wealthier counterparts have access to, from homework help to swimming classes. The report details each program's approach, successes and…

Identifying What Matters

ERIC Educational Resources Information Center

Wardrip, Peter; Evancho, Jeffrey; McNamara, Annie

2018-01-01

A question like "what do you want your children to be like when they leave your class?" seems simple on the surface, but it quickly becomes complex when teachers are asked to name, prioritize, and document the kinds of student learning and engagement they value most. This article shares the ongoing work of a regional learning community…

Don't Try to Bridge the Literacy Gap Alone

ERIC Educational Resources Information Center

González, Ramón M.

2015-01-01

The author is a middle school principal who has spent a decade working on improving literacy among his largely socio-economically disadvantaged student body. Experience and research have shown, the author says, that a successful effort to bridge the literacy gap between children who live in poverty and middle-class students requires a concerted…

Intensive Training in Youth Sport: An Example of Unequal Opportunity.

ERIC Educational Resources Information Center

Rowley, Stephen R. W.; Graham, Philip J.

1999-01-01

Examined the social composition of an unselected sample of 282 English 8- to 16-year olds involved in intensive training in football, swimming, tennis, and gymnastics. Found that working-class children and those from single-parent families were underrepresented in all sports. Concluded that financial considerations and difficulties in accessing…

Cognitive Performance and Competence Characteristics of Lower- and Middle-Class Preschool Children

ERIC Educational Resources Information Center

Goldstein, David; And Others

1978-01-01

Reports two experiments to assess the usefulness of an alternative position to the "deficit hypothesis" and the "differences hypothesis," namely, that environmental/situational factors attenuate the performance of lower-class children, but that their competence, while genotypically equivalent to that of middle-class children,…

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…

Delivering phonological and phonics training within whole-class teaching.

PubMed

Shapiro, Laura R; Solity, Jonathan

2008-12-01

Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

Modified Angle's Classification for Primary Dentition.

PubMed

Chandranee, Kaushik Narendra; Chandranee, Narendra Jayantilal; Nagpal, Devendra; Lamba, Gagandeep; Choudhari, Purva; Hotwani, Kavita

2017-01-01

This study aims to propose a modification of Angle's classification for primary dentition and to assess its applicability in children from Central India, Nagpur. Modification in Angle's classification has been proposed for application in primary dentition. Small roman numbers i/ii/iii are used for primary dentition notation to represent Angle's Class I/II/III molar relationships as in permanent dentition, respectively. To assess applicability of modified Angle's classification a cross-sectional preschool 2000 children population from central India; 3-6 years of age residing in Nagpur metropolitan city of Maharashtra state were selected randomly as per the inclusion and exclusion criteria. Majority 93.35% children were found to have bilateral Class i followed by 2.5% bilateral Class ii and 0.2% bilateral half cusp Class iii molar relationships as per the modified Angle's classification for primary dentition. About 3.75% children had various combinations of Class ii relationships and 0.2% children were having Class iii subdivision relationship. Modification of Angle's classification for application in primary dentition has been proposed. A cross-sectional investigation using new classification revealed various 6.25% Class ii and 0.4% Class iii molar relationships cases in preschool children population in a metropolitan city of Nagpur. Application of the modified Angle's classification to other population groups is warranted to validate its routine application in clinical pediatric dentistry.

Family size intentions and socioeconomic status in Singapore, 1974-1981.

PubMed

Salaff, J W

1985-01-01

Singapore has in recent years undergone a tremendous fertility decline that has affected couples at all socioeconomic levels. Using representative biographical sketches, this article presents the results of a panel study on family planning intentions and behavior among 45 young Chinese Singaporean couples. The couples, ranked as average or affluent working-class, or middle-class, were first interviewed in 1974-76 and were followed up in 1981. The study compares early childbearing intentions with actual childbearing behavior, examining the motivation for childbearing by socioeconomic group and highlighting the differences found. The follow-up interviews reveal that, on average, all couples in the sample bore 0.4 fewer children than originally intended. The motivation for changed childbearing intentions, however, differed according to socioeconomic status and the perceived role that children play in the family economy.

34 CFR 300.143 - Separate classes prohibited.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Private Schools § 300.143 Separate classes prohibited. An LEA may not use funds available under section 611 or 619 of the Act for classes that are organized separately on the basis of school enrollment or religion of the children if—' (a) The classes are at the same site; and (b) The classes include children...

34 CFR 300.143 - Separate classes prohibited.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Private Schools § 300.143 Separate classes prohibited. An LEA may not use funds available under section 611 or 619 of the Act for classes that are organized separately on the basis of school enrollment or religion of the children if—' (a) The classes are at the same site; and (b) The classes include children...

34 CFR 300.143 - Separate classes prohibited.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Private Schools § 300.143 Separate classes prohibited. An LEA may not use funds available under section 611 or 619 of the Act for classes that are organized separately on the basis of school enrollment or religion of the children if—' (a) The classes are at the same site; and (b) The classes include children...

34 CFR 300.143 - Separate classes prohibited.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Private Schools § 300.143 Separate classes prohibited. An LEA may not use funds available under section 611 or 619 of the Act for classes that are organized separately on the basis of school enrollment or religion of the children if—' (a) The classes are at the same site; and (b) The classes include children...

Traumatic Life Events and Psychopathology in a High Risk, Ethnically Diverse Sample of Young Children: A Person-Centered Approach.

PubMed

Hagan, Melissa J; Sulik, Michael J; Lieberman, Alicia F

2016-07-01

Studies of the association between traumatic experiences and psychopathology in early childhood have primarily focused on specific types of events (e.g., sexual abuse) or aggregated different types of events without differentiating among them. We extend this body of work by investigating patterns of traumatic event exposure in a high-risk, ethnically diverse sample of children ages 3-6 (N = 211; 51 % female) and relating these different patterns to parents' reports of child externalizing, internalizing, and post-traumatic stress symptomatology. Using latent class analysis, which divides a heterogeneous population into homogenous subpopulations, we identified three patterns of traumatic events based on parents' responses to an interview-based assessment of trauma exposure in young children: (1) severe exposure, characterized by a combination of family violence and victimization; (2) witnessing family violence without victimization; and (3) moderate exposure, characterized by an absence of family violence but a moderate probability of other events. The severe exposure class exhibited elevated internalizing and post-traumatic stress symptoms relative to the witness to violence and moderate exposure classes, controlling for average number of traumatic events. Results highlight the need for differentiation between profiles of traumatic life event exposure and the potential for person-centered methods to complement the cumulative risk perspective.

Effects of a working memory training program in preschoolers with symptoms of attention-deficit/hyperactivity disorder.

PubMed

Capodieci, Agnese; Gola, Maria Laura; Cornoldi, Cesare; Re, Anna Maria

2018-02-01

Preschoolers with attention-deficit/hyperactivity disorder (ADHD) have been found to exhibit impairments on neuropsychological measures of working memory (WM). As WM is an important predictor of future learning abilities, early intervention could help to prevent severe problems. The purpose of this research was to ascertain the efficacy of an intervention for training WM in 5-year-old children with symptoms of ADHD. Thirty-four children with symptoms of ADHD were randomly divided into two groups: One was assigned to the WM training condition, and the other continued normal class activities. The training was provided at school in small groups that also included typically developing children. The trained group showed a significant improvement in tasks measuring their WM and other controlled processes at conclusion of study, whereas no significant improvement was found in the control group. We concluded that early intervention on WM may be effective in children with symptoms of ADHD.

Children's Responses to Mother-Infant and Father-Infant Interaction with a Baby Sibling: Jealousy or Joy?

PubMed Central

Volling, Brenda L.; Yu, Tianyi; Gonzalez, Richard; Kennedy, Denise E.; Rosenberg, Lauren; Oh, Wonjung

2014-01-01

Firstborn children's reactions to mother-infant and father-infant interaction after a sibling's birth were examined in an investigation of 224 families. Triadic observations of parent-infant-sibling interaction were conducted at 1 month after the birth. Parents reported on children's problem behaviors at 1 and 4 months after the birth, and completed the Attachment Q-sort before the birth. Latent Profile Analysis (LPA) identified four latent classes (behavioral profiles) for mother-infant and father-infant interaction: regulated-exploration, disruptive-dysregulated, approach-avoidant, and anxious-clingy. A fifth class, attention-seeking, was found with fathers. The regulated-exploration class was the normative pattern (60%), with few children in the disruptive class (2.7%). Approach-avoidant children had more behavior problems at 4 months than any other class with the exception of the disruptive children who were higher on aggression and attention problems. Before the birth, anxious-clingy children had less secure attachments to their fathers than approach avoidant children, but more secure attachments to their mothers. Results underscore individual differences in firstborns' behavioral responses to parent-infant interaction and the importance of a person-centered approach for understanding children's jealousy. PMID:25150371

Preschool Children Use Linguistic Form Class and Pragmatic Cues To Interpret Generics.

ERIC Educational Resources Information Center

Gelman, Susan A.; Raman, Lakshmi

2003-01-01

Five studies examined preschoolers' understanding of linguistic form class and pragmatic context in presence of a single exemplar or multiexemplars. Data indicated that by 2 years, children use linguistic form class, and by age 3, use pragmatic context. Young children have begun to understand the distinction between generic and nongeneric noun…

Elementary School Children's Reasoning about Social Class: A Mixed-Methods Study

ERIC Educational Resources Information Center

Mistry, Rashmita S.; Brown, Christia S.; White, Elizabeth S.; Chow, Kirby A.; Gillen-O'Neel, Cari

2015-01-01

The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10- to 12-year-old children of diverse racial, ethnic, and socioeconomic backgrounds…

THE VISUALLY HANDICAPPED CHILD IN SCHOOL.

ERIC Educational Resources Information Center

FIELDS, HELEN W.

THE EMPHASIS UPON VISION RATHER THAN THE SAVING OF VISION HAS BROUGHT ABOUT A CHANGE IN DETERMINATION OF CLASS PLACEMENT. IN PUBLIC SCHOOL, CHILDREN WITH VISUAL LIMITATIONS ARE AIDED BY FOUR KINDS OF PROGRAMS--(1) RESOURCE CLASSES FOR CHILDREN WITH VISUAL LIMITATIONS, (2) BRAILLE RESOURCE CLASSES FOR CHILDREN WHOSE LOSS OF VISION WARRANTS BRAILLE…

Social Class and Japanese Mothers' Support of Young Children's Education: A Qualitative Study

ERIC Educational Resources Information Center

Yamamoto, Yoko

2015-01-01

The impact of social class backgrounds on young children's educational experiences has attracted increasing attention in early childhood research. However, few longitudinal studies related to social class and parental involvement in young children's education are available, especially in East Asian contexts. In this longitudinal qualitative study,…

Family Patterns of Gender Role Attitudes

PubMed Central

Marks, Jaime; Bun, Lam Chun; McHale, Susan M.

2012-01-01

Study goals were to identify family patterns of gender role attitudes, to examine the conditions under which these patterns emerged, and to assess the implications of gender attitude patterns for family conflict. Participants were mothers, fathers, and first- and second-born adolescents from 358 White, working and middle-class US families. Results of cluster analysis revealed three gender role attitude patterns: egalitarian parents and children, traditional parents and children, and a divergent pattern, with parents more traditional and children more egalitarian. Mixed-model ANOVAs indicated that these family patterns were related to socioeconomic status, parents' time spent in gendered household tasks and with children, and the gender constellation of the sibling dyad. The traditional family group reported the most family conflict. PMID:22308059

Training generalized improvisation of tools by preschool children1

PubMed Central

Parsonson, Barry S.; Baer, Donald M.

1978-01-01

The development of new, “creative” behaviors was examined in a problem-solving context. One form of problem solving, improvisation, was defined as finding a substitute to replace the specifically designated, but currently unavailable, tool ordinarily used to solve the problem. The study examined whether preschool children spontaneously displayed generalized improvisation skills, and if not, whether they could be trained to do so within different classes of tools. Generalization across different tool classes was monitored but not specifically trained. Five preschool children participated in individual sessions that first probed their skill at improvising tools, and later trained and probed generalized improvisation in one or more of three tool classes (Hammers, Containers, and Shoelaces), using a multiple-baseline design. All five children were trained with Hammers, two were trained in two classes, and two were trained in all three tool classes. Four of the five children improvised little in Baseline. During Training, all five showed increased generalized improvisation within the trained class, but none across classes. Tools fabricated by item combinations were rare in Baseline, but common in Training. Followup probes showed that the training effects were durable. PMID:16795596

Space Science in the Kindergarten Classroom and Beyond

NASA Astrophysics Data System (ADS)

Bonett, D.

2000-12-01

With the advent of probes to our closest planet Mars and the multi-national construction of Earth's first International Space Station, it is not presumptive to introduce 5 year old school children to the space sciences. K. E. Little Elementary School is located in the community of Bacliff, Texas. It is the largest elementary school (950 students) in the Dickinson Independent School District. K. E. Little is a Title 1 school with a multi-ethnic student population. It's close proximity to the Johnson Space Center and the Lunar and Planetary Institute provide ample instructional support and material. Last fall, two kindergarten classes received space science instruction. Both were class sizes of 19 with one class predominantly children of Vietnamese immigrants. Our goal was to create curiosity and awareness through a year-long integrated space science program of instruction. Accurate information of the space sciences was conveyed through sources i.e. books and videos, as well as conventional song, movement, and artistic expression. Videotaping and photographs replaced traditional anecdotal records. Samples of student work were compiled for classroom and school display. This year, two fifth grade classes will receive space science instruction using the Jason Project XII curriculum. Students will engage in a year-long exploration of the Hawaiian Islands. Information will be conveyed via internet and live video presentations as well as traditional sources i.e. books and videos, as well as song, movement, and artistic expression. Comparison of volcanic activity in Hawaii to volcanoes on other planets will be one of several interplanetary correlations. Samples of student work will be compiled for classroom, school, and community display.

Dance program for physical rehabilitation and participation in children with cerebral palsy.

PubMed

López-Ortiz, Citlali; Gladden, Kim; Deon, Laura; Schmidt, Jennifer; Girolami, Gay; Gaebler-Spira, Deborah

2012-02-01

Objective : This pilot study aimed to examine a classical ballet program created for children with cerebral palsy (CP) as an emerging physical rehabilitation modality. The main program goals were to promote participation and to provide an artistic, physically therapeutic activity. Methods : The study was conducted in collaboration with a tertiary rehabilitation hospital, one outpatient physical therapy clinic, and one community center. As a pilot exploratory study, the research design included questionnaires to assess the participants' (children ( n  = 16), parents ( n  = 16), and therapists ( n  = 13)) perceptions on the therapeutic benefit of the dance program. A binomial statistical model was adopted for the analysis of the results. Results : Main results were that the children reported high enjoyment level ( p  < .0001) and desire for more classes (.0001); the parents reported perceived therapeutic benefit ( p  < .0001); and the therapists viewed the class as a positive adjunct to therapy ( p  < .0001). Conclusions : The main limitation of this work was the utilization of subjective outcome measures. However, this is the first step toward the development of objective measures of an intervention that, to our knowledge, has not been analyzed in the past. We conclude that the program has the potential of developing into an evidence based rehabilitation resource for children with CP.

RV stroke work in children with pulmonary arterial hypertension: estimation based on invasive haemodynamic assessment and correlation with outcomes.

PubMed

Di Maria, Michael V; Younoszai, Adel K; Mertens, Luc; Landeck, Bruce F; Ivy, D Dunbar; Hunter, Kendall S; Friedberg, Mark K

2014-09-01

RV performance is an important determinant of outcomes in children with pulmonary arterial hypertension (PAH). RV stroke work (RVSW), the product of mean pulmonary artery pressure and stroke volume, integrates contractility, afterload and ventricular-vascular coupling. RVSW has not been evaluated in children with PAH. We tested the hypothesis that RVSW would be a predictor of outcomes in children with PAH. Patients in the Children's Hospital Colorado PAH database were evaluated retrospectively, and those with idiopathic PAH and those with minor or repaired congenital heart disease were included. Haemodynamic data were obtained by catheterisation and echocardiography, performed within 3 months. RVSW was calculated: mean pulmonary arterial pressure × stroke volume, and indexed to body surface area. Statistics included Kruskal-Wallis, Wilcoxon rank sum, and Spearman correlation. Fifty patients were included. Median age of the cohort was 9.5 (6.0, 15.7) years, with a median indexed pulmonary vascular resistance (PVRi) of 6.5 (3.7, 11.6) WU m(2). RVSW had a significant association with PVRi (r=0.6, p<0.0001), tricuspid annular systolic plane excursion (r=0.55, p=0.0001), and RV fractional area change (r=-0.4, p=0.005). Grouped by WHO class, there was a significant difference in RVSW (p=0.04). Need for atrial septostomy and death were associated with higher RVSW (p=0.04 and p=0.03, respectively). RVSW can be estimated in children with PAH, and is significantly associated with abnormal WHO class, the need for septostomy, as well as mortality. Indices accounting for RV performance as well as ventricular-vascular coupling may be useful in the prognosis and, hence, management of children with PAH. 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.

Developmental Outcomes of Children in Classes for Special Educational Needs: Results from a Longitudinal Study

ERIC Educational Resources Information Center

Törmänen, Minna R.K.; Roebers, Claudia M.

2018-01-01

This longitudinal study investigates the differences in cognitive and socio-emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play-oriented kindergarten and no decision…

Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

ERIC Educational Resources Information Center

Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha

2004-01-01

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…

Profiling Physical Activity, Diet, Screen and Sleep Habits in Portuguese Children

PubMed Central

Pereira, Sara; Katzmarzyk, Peter T.; Gomes, Thayse Natacha; Borges, Alessandra; Santos, Daniel; Souza, Michele; dos Santos, Fernanda K.; Chaves, Raquel N.; Champagne, Catherine M.; Barreira, Tiago V.; Maia, José A.R.

2015-01-01

Obesity in children is partly due to unhealthy lifestyle behaviours, e.g., sedentary activity and poor dietary choices. This trend has been seen globally. To determine the extent of these behaviours in a Portuguese population of children, 686 children 9.5 to 10.5 years of age were studied. Our aims were to: (1) describe profiles of children’s lifestyle behaviours; (2) identify behaviour pattern classes; and (3) estimate combined effects of individual/socio-demographic characteristics in predicting class membership. Physical activity and sleep time were estimated by 24-h accelerometry. Nutritional habits, screen time and socio-demographics were obtained. Latent Class Analysis was used to determine unhealthy lifestyle behaviours. Logistic regression analysis predicted class membership. About 78% of children had three or more unhealthy lifestyle behaviours, while 0.2% presented no risk. Two classes were identified: Class 1-Sedentary, poorer diet quality; and Class 2-Insufficiently active, better diet quality, 35% and 65% of the population, respectively. More mature children (Odds Ratio (OR) = 6.75; 95%CI = 4.74–10.41), and boys (OR = 3.06; 95% CI = 1.98–4.72) were more likely to be overweight/obese. However, those belonging to Class 2 were less likely to be overweight/obese (OR = 0.60; 95% CI = 0.43–0.84). Maternal education level and household income did not significantly predict weight status (p ≥ 0.05). PMID:26043034

Modified Angle's Classification for Primary Dentition

PubMed Central

Chandranee, Kaushik Narendra; Chandranee, Narendra Jayantilal; Nagpal, Devendra; Lamba, Gagandeep; Choudhari, Purva; Hotwani, Kavita

2017-01-01

Aim: This study aims to propose a modification of Angle's classification for primary dentition and to assess its applicability in children from Central India, Nagpur. Methods: Modification in Angle's classification has been proposed for application in primary dentition. Small roman numbers i/ii/iii are used for primary dentition notation to represent Angle's Class I/II/III molar relationships as in permanent dentition, respectively. To assess applicability of modified Angle's classification a cross-sectional preschool 2000 children population from central India; 3–6 years of age residing in Nagpur metropolitan city of Maharashtra state were selected randomly as per the inclusion and exclusion criteria. Results: Majority 93.35% children were found to have bilateral Class i followed by 2.5% bilateral Class ii and 0.2% bilateral half cusp Class iii molar relationships as per the modified Angle's classification for primary dentition. About 3.75% children had various combinations of Class ii relationships and 0.2% children were having Class iii subdivision relationship. Conclusions: Modification of Angle's classification for application in primary dentition has been proposed. A cross-sectional investigation using new classification revealed various 6.25% Class ii and 0.4% Class iii molar relationships cases in preschool children population in a metropolitan city of Nagpur. Application of the modified Angle's classification to other population groups is warranted to validate its routine application in clinical pediatric dentistry. PMID:29326514

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms

PubMed Central

Herke, Max G.; Hurrelmann, Klaus; Richter, Matthias

2018-01-01

The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction. PMID:29420540

"Making Do", Understanding the Economic "Possible': Social Positioning, Money and Mother's Economic Habitus in the School Context

ERIC Educational Resources Information Center

O' Donoghue, Mary

2015-01-01

This paper is a qualitative consideration of how working-class mothers manage money, daily life, their children's education and, in the process, internalise a particularistic economic position. It is uncommon that educational sociology incorporates a critical engagement of the daily drudge of extending money, and the implications of managing the…

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…

Career Education Classroom Activities: North Dakota, K-12: Elementary (Fifth).

ERIC Educational Resources Information Center

North Dakota State Board for Vocational Education, Bismarck.

The career education activities in the guide are to be integrated with the school curriculum at the fifth grade level. These activities are designed to help elementary children become more aware of the world of work and may be used selectively according to class needs and capabilities. A career education philosophy, how to use the guide, concepts…

Interactions among Children in Scholastic Contexts and Knowledge Acquisition in Biology

ERIC Educational Resources Information Center

Ponce, Corinne; Schneeberger, Patricia

2002-01-01

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils' conceptions were assessed at the…

Home/Hospital Instruction: Instructional Approach to Working with Students with Major Depressive Disorder

ERIC Educational Resources Information Center

Newman, Cara

2012-01-01

School districts throughout the United States provide in-home schooling for students whose health problems, both physical and mental, prevent them from attending regular classes. This service is an outgrowth of the federal legislation which addressed the provision of education to all children with special needs. Home/Hospital teachers who serve…

A "Peake" into Using Social Media

ERIC Educational Resources Information Center

Walker, Sarah

2017-01-01

In December 2015, the media was full of Tim Peake and his adventures as he set off for the International Space Station as the first British ESA astronaut. The author set up a class blog as well as a Twitter account and created cross-curricular units of work around the "real" experience. Children really raised their game when they were…

Tablets in English Class: Students' Activities Surrounding Online Dictionary Work

ERIC Educational Resources Information Center

Bunting, Leona

2015-01-01

Tablets have become increasingly popular among young people in Sweden and this rapid increase also resonates in school, especially in classrooms for younger children. The aim of the present study is to analyze and describe how the students deal with the open instructions for a task of using online dictionaries on tablets. Specific focus is on how…

Computer Literacy for Student Teachers and Elementary Children through Programming.

ERIC Educational Resources Information Center

Elliott, John D.

This paper argues that teachers and students should be creators as well as consumers of computer software, not only so that they might better appreciate the skills involved, but also to improve teacher effectiveness in the classroom. As part of their own class work, 13 second-year student teachers developed a branching program using simple basic…

In-Service Program for Teachers of Educable Mentally Retarded Children. Final Report.

ERIC Educational Resources Information Center

Hebeler, Jean R.; Simms, Betty H.

To extend and modify university teacher education to meet the needs of noncertified special class teachers, to improve the classroom program and to provide the opportunity for certification, 26 teachers took part in a 2 year educational program. Formal course work was combined with internship activities in which actual classroom assistance was…

How Productive Are Southeastern Wisconsin Schools? Regional Report. Volume 3, Number 10

ERIC Educational Resources Information Center

Schmidt, Jeffrey K.; Lemke, Melissa

2006-01-01

Public schools can be considered a form of workforce development, and thus it is important to measure the "work product" of the schools. The Public Policy Forum's annual analysis of public schools in the 50 districts serving southeastern Wisconsin measured absenteeism as educational opportunities lost because children were not in class.…

Robotic Challenges: Robots Bring New Life to Gifted Classes, Teach Students Hands-On Problem Solving, Computer Skills.

ERIC Educational Resources Information Center

Smith, Ruth Baynard

1994-01-01

Intermediate level academically talented students learn essential elements of computer programming by working with robots at enrichment workshops at Dwight-Englewood School in Englewood, New Jersey. The children combine creative thinking and problem-solving skills to program the robots' microcomputers to perform a variety of movements. (JDD)

Biology Education & Health Education: A School Garden as a Location of Learning & Well-Being

ERIC Educational Resources Information Center

Retzlaff-Fürst, Carolin

2016-01-01

Children and adolescents spend a large part of their day at school. Physical and mental problems result from physical inactivity, sitting positions at work and "indoor lifestyle" (WHO 2004). Therefore, health education is a major topic in school. Biology classes (scholastic) can make an important contribution in this context. Health as a…

Catholic Schools' Mission to Serve Needy Children Jeopardized by Closings

ERIC Educational Resources Information Center

Zehr, Mary Ann

2005-01-01

The challenges of keeping Catholic schools open in working-class neighborhoods were brought home last February 2005, when the Archdiocese of Chicago announced it would close 23 elementary schools and merge or consolidate four others in June 2005. Two weeks earlier, the Diocese of Brooklyn in New York City decided to close 26 elementary schools in…

Health and Physique of School Children. Bulletin, 1925, No. 21

ERIC Educational Resources Information Center

Rogers, James Frederick

1925-01-01

This bulletin reports on the changes and progress in practice and conditions in: (1) School Housing; (2) Playgrounds; (3) Medical inspection; (4) Dental work; (5) Nutrition; (6) Open-air schools and open-window rooms; (7) The summer camp; (8) Other special schools and classes; (9) Health education; (10) Physical training; (11) Safety and first…

Success without "A" Pass: An Educational Experiment Revisited

ERIC Educational Resources Information Center

Nash, Mary

2011-01-01

In 1963, the University of Sussex inaugurated an innovative Early Leavers Scheme in response to two government reports which confirmed that it was still the norm for talented working-class children to leave school aged 15 or 16 and indicated that the hopes of the 1944 Education Act were as yet unfulfilled. This article explores what the scheme has…

Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community

ERIC Educational Resources Information Center

Farnsworth, Megan

2010-01-01

In this dissertation, the participation of 5-year-old Spanish speaking children in a kindergarten classroom community was explored. The school was located in a working and middle-class community in Southern Arizona, where pursuant to state law; the language of instruction was English. Student participants spent four hours every day in an English…

Parenting in the Age of High-Stakes Testing: Gifted and Talented Admissions and the Meaning of Parenthood

ERIC Educational Resources Information Center

Roda, Allison

2017-01-01

Background/Context: This work contributes to the growing body of scholarly and popular literature on middle-class parental anxiety and competition to ensure their children's academic success. Specifically, this study provides a better understanding of the measures parents will take to obtain high status gifted and talented (G&T) placements…

Joint Hypermobility Classes in 9-Year-Old Children from the General Population and Anxiety Symptoms.

PubMed

Ezpeleta, Lourdes; Navarro, José Blas; Osa, Núria de la; Penelo, Eva; Bulbena, Antoni

2018-05-25

To obtain joint hypermobility classes in children from the general population and to study their characteristics in relation to anxiety measures. A total of 336 nine-year-old children from the general population were clinically assessed through 9 items of hypermobility, and their parents reported about the severity of anxiety symptoms. Latent class analysis was estimated to group the children according to the presence of hypermobility symptoms, and the obtained classes were related to anxiety. A 2-class solution, labeled as high hypermobility and low hypermobility, best fitted the data. Children in the high hypermobility group scored higher in separation anxiety, social phobia, physical injury fears, and total anxiety than did those in the low group. When applying the threshold reference scores to the total anxiety score, 7.4% of children in the high hypermobility group versus 6% in the low group were reported to experience clinical elevations on total anxiety. High symptoms of hypermobility are associated with higher scores in anxiety symptoms in children from the general population. Children with frequent symptoms of hypermobility may benefit from screening for anxiety symptoms because a subset of them are experiencing clinical elevations and may need comprehensive physical and psychological treatment.

Efficacy of Sibling Preparation Classes.

PubMed

Beyers-Carlson, Emma E A; Volling, Brenda L

To examine the effectiveness of sibling preparation classes to facilitate the adjustment of a firstborn child to the birth of a sibling. Longitudinal study with five measurement occasions: third trimester of the mother's pregnancy and 1, 4, 8, and 12 months after the sibling's birth. Communities in southeastern Michigan. A total of 241 families, including mothers, fathers, and firstborn children. Mothers and fathers completed questionnaires to assess changes in children's adjustment. Parents were also asked about their children's attendance at a sibling preparation class focused specifically on preparation for the newborn. Effects of attendance were tested using linear mixed models. Other than avoidance of the infant, children who attended sibling preparation classes did not differ from children who did not attend. Sibling preparation classes for adjustment after the birth of an infant sibling had few effects on participants. Copyright © 2017 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses. Published by Elsevier Inc. All rights reserved.

Allergy to antibiotics in children: an overestimated problem.

PubMed

Esposito, Susanna; Castellazzi, Luca; Tagliabue, Claudia; Principi, Nicola

2016-10-01

Antibiotics are the most prescribed drugs for children, and a relevant number of prescriptions are associated with the emergence of adverse events. Allergic reactions are the most frequently reported adverse events, with an incidence of up to 10% of all prescriptions. However, literature analysis has shown that allergy to antibiotics is generally overdiagnosed in children because in most cases the diagnosis is based only on the clinical history without a full allergy work-up. Consequently, children are often improperly deprived of narrow-spectrum antibiotics because of a suspected allergy to these drugs. β-Lactams, mainly penicillins, are more frequently involved as a cause of allergy to antibiotics, although allergic problems are reported for most of the antibiotic classes. Accurate diagnosis is essential for a precise definition of determination of allergy to a given drug. Diagnosis has to be based on history, laboratory tests and, when possible, on in vitro and drug provocation tests. Unfortunately, the allergological work-up is well structured only for β-lactam antibiotics, whereas for non-β-lactams few studies are available, with very limited experience in children. The main aim of this paper is to discuss the real relevance of allergy to antibiotics in children in order to provide physicians with the knowledge needed to establish an appropriate diagnostic allergy work-up and to make better use of antibiotic therapy. Copyright © 2016 Elsevier B.V. and International Society of Chemotherapy. All rights reserved.

Environmental characteristics and student physical activity in PE class: findings from two large urban areas of Texas.

PubMed

Skala, Katherine A; Springer, Andrew E; Sharma, Shreela V; Hoelscher, Deanna M; Kelder, Steven H

2012-05-01

Physical education (PE) classes provide opportunities for children to be active. This study examined the associations between specific environmental characteristics (teacher characteristics; class size, duration and location; and lesson context) and elementary school-aged children's moderate-to-vigorous activity (MVPA) during PE. Environmental characteristics and student activity levels were measured in 211 third-, fourth-, and fifth-grade PE classes in 74 Texas public schools using SOFIT direct observation. Students engaged in less than half their PE class time in MVPA (38%), while approximately 25% of class time was spent in classroom management. Percent time in MVPA was significantly higher in outdoor classes compared with indoors (41.4% vs. 36.1%, P = .037). Larger (P = .044) and longer (P = .001) classes were negatively associated with percentage of MVPA and positively correlated with time spent in management (P < .001). Findings suggest that children's activity may be influenced by environmental factors such as class size, location, and lesson contexts. These findings hold important policy implications for PE class organization and the need for strategies that maximize children's MVPA. Further research is needed to test the causal association of these factors with student MVPA.

Children's responses to mother-infant and father-infant interaction with a baby sibling: jealousy or joy?

PubMed

Volling, Brenda L; Yu, Tianyi; Gonzalez, Richard; Kennedy, Denise E; Rosenberg, Lauren; Oh, Wonjung

2014-10-01

Firstborn children's reactions to mother-infant and father-infant interaction after a sibling's birth were examined in an investigation of 224 families. Triadic observations of parent-infant-sibling interaction were conducted at 1 month after the birth. Parents reported on children's problem behaviors at 1 and 4 months after the birth and completed the Attachment Q-sort before the birth. Latent profile analysis (LPA) identified 4 latent classes (behavioral profiles) for mother-infant and father-infant interactions: regulated-exploration, disruptive-dysregulated, approach-avoidant, and anxious-clingy. A fifth class, attention-seeking, was found with fathers. The regulated-exploration class was the normative pattern (60%), with few children in the disruptive class (2.7%). Approach-avoidant children had more behavior problems at 4 months than any other class, with the exception of the disruptive children, who were higher on aggression and attention problems. Before the birth, anxious-clingy children had less secure attachments to their fathers than approach avoidant children but more secure attachments to their mothers. Results underscore individual differences in firstborns' behavioral responses to parent-infant interaction and the importance of a person-centered approach for understanding children's jealousy. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Links between sex-typed time use in middle childhood and gender development in early adolescence.

PubMed

McHale, Susan M; Kim, Ji-Yeon; Whiteman, Shawn; Crouter, Ann C

2004-09-01

The authors studied sex-typing in the kinds (e.g., sports, handicrafts) and social contexts (same- vs. other-sex companions) of children's free time activities, and the links between sex-typed activities and gender development over 2 years. Participants were 200 White, working- and middle-class children (103 girls, 97 boys; mean age = 10.86 years). In annual home interviews, children rated their self-esteem, gender role attitudes and sex-typed personality qualities, academic interests, and school grades. During 7 nightly phone interviews each year, children reported on their activities. Boys were more sex-typed than girls in their peer activities, and children were least sex-typed in their activities with siblings. Sex-typed activities in middle childhood predicted individual differences in gender development in early adolescence. Copyright 2004 American Psychological Association

X-Ray Fluorescence to Determine Zn in Bolivian Children using Hair Samples

NASA Astrophysics Data System (ADS)

Tellería Narvaez, C. A.; Fernández Alcázar, S.; Barrientos Zamora, F. G.; Chungara Castro, J.; Luna Lauracia, I.; Mamani Tola, H.; Mita Peralta, E.; Muñoz Gosálvez, A. O.; Romero Bolaños, L. E.; Ramírez Ávila, G. M.

2014-06-01

As a first step in the evaluation of nutritional levels in Bolivian children (8-13 years-old), we carried out X-Ray Fluorescence measurements in hair samples of children belonging to different social classes and living either in rural areas or in cities. The aim of this study is to contribute to health policies tending to improve the global health of children and consequently avoid malnutrition. Our method intends to have maximum reliability and at the same time be as simple as possible from an experimental point of view. Additionally, we use this method to determine some other elements such as Fe, Cu, Pb, As and Hg, the latter three considered as contaminants that could be present in children living in areas which neighbor mines and industries. This work will be complemented by some biological and medical tests.

Neighborhood Economic Deprivation and Social Fragmentation: Associations With Children's Sleep.

PubMed

Bagley, Erika J; Fuller-Rowell, Thomas E; Saini, Ekjyot K; Philbrook, Lauren E; El-Sheikh, Mona

2016-12-09

A growing body of work indicates that experiences of neighborhood disadvantage place children at risk for poor sleep. This study aimed to examine how both neighborhood economic deprivation (a measure of poverty) and social fragmentation (an index of instability) are associated with objective measures of the length and quality of children's sleep. Participants were 210 children (54.3% boys) living predominantly in small towns and semirural communities in Alabama. On average children were 11.3 years old (SD = .63); 66.7% of the children were European American and 33.3% were African American. The sample was socioeconomically diverse with 67.9% of the participants living at or below the poverty line and 32.1% from lower-middle-class or middle-class families. Indicators of neighborhood characteristics were derived from the 2012 American Community Survey and composited to create two variables representing neighborhood economic deprivation and social fragmentation. Child sleep period, actual sleep minutes, and efficiency were examined using actigraphy. Higher levels of neighborhood economic deprivation were associated with fewer sleep minutes and poorer sleep efficiency. More neighborhood social fragmentation was also linked with poorer sleep efficiency. Analyses controlled for demographic characteristics, child health, and family socioeconomic status. Findings indicate that living in economically and socially disadvantaged neighborhoods predicts risk for shorter and lower-quality sleep in children. Examination of community context in addition to family and individual characteristics may provide a more comprehensive understanding of the factors shaping child sleep.

Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools.

PubMed

Abu Bakar, Nurul Farhana; Chen, Ai-Hong

2014-02-01

Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures. The purpose of this study was to compare the testability of visual acuity using the modified Early Treatment Diabetic Retinopathy Study (ETDRS) and Cambridge Crowding Cards, stereo acuity using Lang Stereo test II and Butterfly stereo tests and colour perception using Colour Vision Test Made Easy (CVTME) and Ishihara's Test for Colour Deficiency (Ishihara Test) between children in mainstream classes and children with learning disabilities in special education classes in government primary schools. A total of 100 primary school children (50 children from mainstream classes and 50 children from special education classes) matched in age were recruited in this cross-sectional comparative study. The testability was determined by the percentage of children who were able to give reliable respond as required by the respective tests. 'Unable to test' was defined as inappropriate response or uncooperative despite best efforts of the screener. The testability of the modified ETDRS, Butterfly stereo test and Ishihara test for respective visual function tests were found lower among children in special education classes ( P < 0.001) but not in Cambridge Crowding Cards, Lang Stereo test II and CVTME. Non verbal or "matching" approaches were found to be more superior in testing visual functions in children with learning disabilities. Modifications of vision testing procedures are essential for children with learning disabilities.

Social Class Differentiation in Cognitive Development Among Black Preschool Children.

ERIC Educational Resources Information Center

Golden, Mark; And Others

In a longitudinal study of 89 black children from different social classes, while there were no significant SES differences on the Cattell Infant Intelligence Scale at 18 and 24 months of age, there was a highly significant 23 point Mean IQ difference between children from welfare and middle class black families on the Stanford-Binet at 3 years of…

Latent Class Symptom Profiles of Selective Mutism: Identification and Linkage to Temperamental and Social Constructs.

PubMed

Diliberto, Rachele; Kearney, Christopher A

2017-11-21

Selective mutism (SM) is a stable, debilitating psychiatric disorder in which a child fails to speak in most public situations. Considerable debate exists as to the typology of this population, with empirically-based studies pointing to possible dimensions of anxiety, oppositionality, and communication problems, among other aspects. Little work has juxtaposed identified symptom profiles with key temperamental and social constructs often implicated in SM. The present study examined a large, diverse, non-clinical, international sample of children aged 6-10 years with SM to empirically identify symptom profiles and to link these profiles to key aspects of temperament (i.e., emotionality, shyness, sociability, activity) and social functioning (i.e., social problems, social competence). Exploratory and confirmatory factor analysis revealed anxiety/distress, oppositionality, and inattention domains. In addition, latent class analysis revealed nuanced profiles labeled as (1) moderately anxious, oppositional, and inattentive, (2) highly anxious, and moderately oppositional and inattentive, and (3) mildly to moderately anxious, and mildly oppositional and inattentive. Class 2 was the most impaired group and was associated with greater emotionality, shyness, and social problems. Class 3 was the least impaired group and was associated with better sociability and social competence and activity. Class 1 was largely between the other classes, demonstrating less shyness and social problems than Class 2. The results help confirm previous findings of anxiety and oppositional profiles among children with SM but that nuanced classes may indicate subtle variations in impairment. The results have implications not only for subtyping this population but also for refining assessment and case conceptualization strategies and pursuing personalized and perhaps less lengthy treatment.

Evaluation of cervical posture of children in skeletal class I, II, and III.

PubMed

D'Attilio, Michele; Caputi, Sergio; Epifania, Ettore; Festa, Felice; Tecco, Simona

2005-07-01

Previous studies on the relationship between morphological structure of the face and cervical posture have predominantly focused on vertical dimensions of the face. The aim of this study was to investigate whether there are significant differences in cervical posture in subjects with a different sagittal morphology of the face, i.e., a different skeletal class. One hundred twenty (120) children (60 males and 60 females, average age 9.5 yrs., SD+/-0.5) were admitted for orthodontic treatment. Selection criteria was: European ethnic origin, date of birth, considerable skeletal growth potential remaining and an absence of temporomandibular joint dysfunction (TMD). Lateral skull radiographs were taken in mirror position. Subjects were divided into three groups based on their skeletal class. The cephalometric tracings included postural variables. The most interesting findings were: 1. children in skeletal class III showed a significantly lower cervical lordosis angle (p<0.001) than the children in skeletal class I and skeletal class II; 2. children in skeletal class II showed a significantly higher extension of the head upon the spinal column compared to children in skeletal class I and skeletal class III (p<0.001 and p<0.01, respectively). This is probably because the lower part of their spinal column was straighter than those of subjects in skeletal class I and II (p<0.01 and p<0.001, respectively). Significant differences among the three groups were also observed in the inclination of maxillary and mandibular bases to the spinal column. The posture of the neck seems to be strongly associated with the sagittal as well as the vertical structure of the face.

Airborne cat allergen reduction in classrooms that use special school clothing or ban pet ownership.

PubMed

Karlsson, Anne-Sophie; Andersson, Berith; Renström, Anne; Svedmyr, Jan; Larsson, Kjell; Borres, Magnus P

2004-06-01

Allergens from furred animals are brought to school mainly via clothing of pet owners. Asthmatic children allergic to cat have more symptoms when attending a class with many cat owners, and some schools allocate specific resources to allergen avoidance measures. The aim of the current study was to evaluate the effect of school clothing or pet owner-free classes compared with control classes on airborne cat allergen levels and to investigate attitudes and allergic symptoms among the children. Allergen measurements were performed prospectively in 2 classes with school clothing, 1 class of children who were not pet owners, and 3 control classes during a 6-week period in 2 consecutive years. Portable pumps and petri dishes were used for collection of airborne cat allergen, and a roller was used for sampling on children's clothes. Cat allergen (Fel d 1) was analyzed with enzyme-linked immunoassay and immunostaining. Both years, questionnaires were administered to the children. We found 4-fold to 6-fold lower airborne cat allergen levels in intervention classes compared with control classes. Levels of cat allergen were 3-fold higher on clothing of cat owners than of children without cats in control classes. Pet ownership ban seemed less accepted than school clothing as an intervention measure. For the first time, it has been shown that levels of airborne cat allergen can be reduced by allergen avoidance measures at school by using school clothing or pet ownership ban, and that both measures are equally efficient. The clinical effect of these interventions remains to be evaluated.

Prevalence of Malocclusion among 6 to 10 Year old Nalgonda School Children

PubMed Central

Reddy, E Rajendra; Manjula, M; Sreelakshmi, N; Rani, S Thabitha; Aduri, Rajesh; Patil, B Dharamraj

2013-01-01

Background: To evaluate the prevalence of malocclusion among 6 to 10 year old children of Nalgonda District. Materials & Methods: A total of 3000 children were examined, out of which 2135 children (1009 boys and 1126 girls) who fulfilled the inclusion criteria were included. The selected sample was examined for Class I, Class II, Class III molar relationship, lower anterior crowding, cross bite (anterior and posterior), open bite, and pseudo class III [edge to edge bite] discrepancies after obtaining the written consent from the concerned school authorities. The collected data was tabulated and statistically analysed using chi-square test. Results: Among the selected sample, 648 (30.35%) children had minor tooth alignment discrepancies. Angle’s Class I molar relation with and without minor discrepancies was observed in 78.6%, Class II in 13.9%, Class III in 7.8% of the subjects surveyed. Lower anterior crowding in 11.8%, anterior cross bite in 4.5%, posterior cross bite in 3.75%, openbite in 3% and Pseudo class III [edge to edge] in 5.97% was noticed among the studied population. There was no statistical significant difference observed gender wise. Conclusion: In the current study, 52% of the studied population had malocclusion with a higher prevalence of Angle’s Class I molar relation with lower anterior crowding. How to cite this article: Reddy ER, Manjula M, Sreelakshmi N, Rani ST, Aduri R, Patil BD. Prevalence of Malocclusion among 6 to 10 Year old Nalgonda School Children. J Int Oral Health 2013; 5(6):49-54 . PMID:24453444

Self-Esteem and Sharing in Fourth-Grade Children.

ERIC Educational Resources Information Center

Miller, Shirley M.; And Others

1981-01-01

Children (N=64) in a fourth-grade class were given 20 tokens for drawing a picture and then had the option of donating any or all of the tokens to either "needy children" or for "a class prize." Sharing with needy children was positively correlated with self-esteem. (Author)

Jump Start the Heart: Teaching Children Cardiovascular Fitness

ERIC Educational Resources Information Center

McCollum, Starla; Maina, Michael P.; Maina, Julie Schlegel; Griffin, Mike

2004-01-01

Quality physical education classes are an important avenue for teaching children about lifetime fitness participation. Specific fitness information and habits can be taught as part of physical education classes. Physical education, however, should not be the only source of physical activity for children. Children need opportunities to participate…

Child sex rings.

PubMed

Wild, N J; Wynne, J M

1986-07-19

Details of 11 child sex rings identified in one working class community were obtained by interviewing investigating police officers and examining health and social services records. The rings contained 14 adult male perpetrators and 175 children aged 6-15 years. Most perpetrators used child ringleaders to recruit victims; others became a "family friend" or obtained a position of authority over children. Secrecy was encouraged and bribery, threats, and peer pressure used to induce participation in sexual activities. Offences reported included fondling, masturbation, pornography, and oral, vaginal, and anal intercourse. Eleven perpetrators were successfully prosecuted; all but one received a sentence of three years or less. Behavioural problems were common among those children who had participated for a long time. Child sex rings are difficult to detect and may be common. Many children are seriously abused as a consequence of them.

The Role of Motor Competence and Body Mass Index in Children's Activity Levels in Physical Education Classes

ERIC Educational Resources Information Center

Spessato, Barbara Coiro; Gabbard, Carl; Valentini, Nadia C.

2013-01-01

Our goal was to investigate the role of body mass index (BMI) and motor competence (MC) in children's physical activity (PA) levels during physical education (PE) classes. We assessed PA levels of 5-to-10-year old children ("n" = 264) with pedometers in four PE classes. MC was assessed using the TGMD-2 and BMI values were classified…

[A review of the alert and psycholinguistic intervention model in attention deficit hyperactivity disorder].

PubMed

Vaquerizo-Madrid, J; Estévez-Díaz, F; Díaz-Maíllo, I

2006-02-13

In every class in our schools, teachers are faced with one or two children with attention deficit hyperactivity disorder (ADHD), a neurobiological disorder with three main clinical axes: lack of attention, hyperactivity and impulsiveness. Generally speaking, these children develop poorer psycholinguistic skills, although over 50% of these problems remain undetected because they are concealed by the child's behaviour. Most of the children will see some kind of adverse effect on their academic performance, chiefly in areas concerning reading and writing. The language disorders in ADHD are mainly related to the areas of semantics and pragmatics and, to a lesser extent, to phonetic-phonological aspects. They are discernible from the earliest months of life, during the preverbal stage, which is the time when the infant's character is being shaped. In this case, our experience shows that the character can be classed as difficult or inflexible and explosive in 56.5% of children diagnosed with ADHD. Moreover, we know that many children with this disorder find it difficult to engage in play, and 30% of them have retarded language development. A rather undefined percentage of children can have similar problems to those of children with autism spectrum disorders, which makes the differential diagnosis even more complicated. The mixed model of intervention in ADHD includes language work within the context of cognitive-behavioural programmes and the development of narrative skills and social competencies through a literary creativity workshop. This study offers a review of the psycholinguistic problems affecting children with ADHD in the light of our own experience, together with other clinical evidence.

Spatiotemporal characteristics of gaze of children with autism spectrum disorders while looking at classroom scenes

PubMed Central

Higuchi, Takahiro; Noritake, Atsushi; Yanagimoto, Yoshitoki; Kobayashi, Hodaka; Nakamura, Kae; Kaneko, Kazunari

2017-01-01

Children with autism spectrum disorders (ASD) who have neurodevelopmental impairments in social communication often refuse to go to school because of difficulties in learning in class. The exact cause of maladaptation to school in such children is unknown. We hypothesized that these children have difficulty in paying attention to objects at which teachers are pointing. We performed gaze behavior analysis of children with ASD to understand their difficulties in the classroom. The subjects were 26 children with ASD (19 boys and 7 girls; mean age, 8.6 years) and 27 age-matched children with typical development (TD) (14 boys and 13 girls; mean age, 8.2 years). We measured eye movements of the children while they performed free viewing of two movies depicting actual classes: a Japanese class in which a teacher pointed at cartoon characters and an arithmetic class in which the teacher pointed at geometric figures. In the analysis, we defined the regions of interest (ROIs) as the teacher’s face and finger, the cartoon characters and geometric figures at which the teacher pointed, and the classroom wall that contained no objects. We then compared total gaze time for each ROI between the children with ASD and TD by two-way ANOVA. Children with ASD spent less gaze time on the cartoon characters pointed at by the teacher; they spent more gaze time on the wall in both classroom scenes. We could differentiate children with ASD from those with TD almost perfectly by the proportion of total gaze time that children with ASD spent looking at the wall. These results suggest that children with ASD do not follow the teacher’s instructions in class and persist in gazing at inappropriate visual areas such as walls. Thus, they may have difficulties in understanding content in class, leading to maladaptation to school. PMID:28472111

Spatiotemporal characteristics of gaze of children with autism spectrum disorders while looking at classroom scenes.

PubMed

Higuchi, Takahiro; Ishizaki, Yuko; Noritake, Atsushi; Yanagimoto, Yoshitoki; Kobayashi, Hodaka; Nakamura, Kae; Kaneko, Kazunari

2017-01-01

Children with autism spectrum disorders (ASD) who have neurodevelopmental impairments in social communication often refuse to go to school because of difficulties in learning in class. The exact cause of maladaptation to school in such children is unknown. We hypothesized that these children have difficulty in paying attention to objects at which teachers are pointing. We performed gaze behavior analysis of children with ASD to understand their difficulties in the classroom. The subjects were 26 children with ASD (19 boys and 7 girls; mean age, 8.6 years) and 27 age-matched children with typical development (TD) (14 boys and 13 girls; mean age, 8.2 years). We measured eye movements of the children while they performed free viewing of two movies depicting actual classes: a Japanese class in which a teacher pointed at cartoon characters and an arithmetic class in which the teacher pointed at geometric figures. In the analysis, we defined the regions of interest (ROIs) as the teacher's face and finger, the cartoon characters and geometric figures at which the teacher pointed, and the classroom wall that contained no objects. We then compared total gaze time for each ROI between the children with ASD and TD by two-way ANOVA. Children with ASD spent less gaze time on the cartoon characters pointed at by the teacher; they spent more gaze time on the wall in both classroom scenes. We could differentiate children with ASD from those with TD almost perfectly by the proportion of total gaze time that children with ASD spent looking at the wall. These results suggest that children with ASD do not follow the teacher's instructions in class and persist in gazing at inappropriate visual areas such as walls. Thus, they may have difficulties in understanding content in class, leading to maladaptation to school.

Impact of socioeconomic factors on nutritional status in primary school children.

PubMed

Babar, Nabeela Fazal; Muzaffar, Rizwana; Khan, Muhammad Athar; Imdad, Seema

2010-01-01

Child malnutrition is a major public health and development concern in most of the poor communities leading to high morbidity and mortality. Various studies have highlighted the factors involved. The present study focuses on socioeconomic inequality resulting in malnutrition. Objectives of the Study were to find the Impact of socio-economic factors on nutritional status in primary school children. It was a cross sectional survey conducted at Lahore from February to August 2005 among primary schools from public and private sectors to assess the nutritional status of primary school going children age 5-11 years belonging to different socio economic classes of the society. Systematic random sampling technique was applied to collect the sample. Body Mass Index in relation to NHANES reference population was used for assessing nutritional status. The nutritional status of children from lower socio economic class was poor as compared to their counter parts in upper socio economic class. Children with BMI < 5th percentile were 41% in lower class while in upper class it was 19.28%. Prevalence of malnutrition was 42.3% among children of illiterate mothers as compare to 20% in those of literate mothers. Poverty, low literacy rate, large families, food insecurity, food safety, women's education appears to be the important underlying factors responsible for poor health status of children from low socioeconomic class. It requires economic, political and social changes as well as changes for personal advancement mainly through educational opportunities to improve the nutritional status of the children.

An Online Course in Multicultural Materials for LIS Graduate Students at the University of South Florida

ERIC Educational Resources Information Center

Alexander, Linda B.

2008-01-01

The author discusses the content included in an online course on "Multicultural Materials for Young Adults and Children." This graduate course (LIS 5937) for Library and information Science students at the University of South Florida, is a very popular offering for those who plan to work with youth in libraries. The class teaches…

Gender in the Early Years: Boys and Girls in an African Working Class Primary School

ERIC Educational Resources Information Center

Bhana, Deevia; Nzimakwe, Thokozani; Nzimakwe, Phumzile

2011-01-01

Understanding the ways in which young boys and girls give meaning to gender and sexuality is vital, and is especially significant in the light of South Africa's commitment to gender equality. Yet the, gendered cultures of young children in the early years of South African primary schools remains a, marginal concern in debate, research and…

Learning One's Place and Position through Play: Social Class and Educational Opportunity in Early Years Education

ERIC Educational Resources Information Center

Stirrup, Julie; Evans, John; Davies, Brian

2017-01-01

Drawing on the theoretical work of the British sociologist Basil Bernstein, this paper documents how learning is structured and organised through play in three Early Years Education (EYE) settings catering for children aged three to five in England, UK. Its data address current issues raised within EYE research relating to "quality and high…

Being "Fun" at Work: Emotional Labour, Class, Gender and Childcare

ERIC Educational Resources Information Center

Vincent, Carol; Braun, Annette

2013-01-01

This paper reports on data drawn from an "Economic and Social Research Council"-funded project investigating the experiences of UK-based students training on level-2 and level-3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students'…

"Do You Teach Them Anything?" What Really Happens in a Montessori Toddler Class

ERIC Educational Resources Information Center

Dore, Heather S.

2014-01-01

The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist" (Montessori, 1967, p. 283). Montessori Toddler teachers spend a great amount of time preparing and perfecting their environments to allow and to encourage learning to happen. The teachers are constantly adjusting and…

Crocodile Dundee Meets His Match in Urdu: Brixton Primary School Children Shape a Multilingual Culture.

ERIC Educational Resources Information Center

Kenner, Charmian

1994-01-01

This paper reports on an investigation into the communication activities in a multicultural elementary school classroom in England. In the first exercise, the whole class worked in groups of three, each group led by a bilingual child, to devise a doctor-patient dialogue in that child's foreign language. When the dialogue was presented to the…

An Analysis of Shaker Education: The Life and Death of an Alternative Educational System, 1774-1950.

ERIC Educational Resources Information Center

Taylor, Frank G.; Roberts, Arthur D.

This study investigates the Shaker educational system, analyzes the development of Shaker schools, and examines the innovative practices that the Shakers used to ready children for the world of their time. Originating in England among illiterate working class people, the movement was established in New England in 1774. Basic characteristics of the…

Hearing Children's Voices: True Empathy in Child Psychology

ERIC Educational Resources Information Center

Lima, Olivia K.

2013-01-01

Olivia Lima writes in this article that because she is not trained as a therapist or counselor, but rather as a researcher in cognitive development, she cannot speak to the clinical role of empathy. However she does consider empathy central to her work teaching Child Psychology. Keeping that in mind, she begins her first class by telling the…

What Connects a Dead Hedgehog and a Twig?

ERIC Educational Resources Information Center

Williams, Simon

2017-01-01

According to Harlen (2010) the ultimate goal of science education is for children to have an understanding of relationships, moving beyond science as a series of facts or small ideas towards seeing the bigger picture. Working with a group of 10- and 11-year-olds from a year 6 class, teacher Simon Williams provided a series of challenges using the…

The Role of Music in the Education of Young Male Workers in Nineteenth-Century Greece: The Case of Charity Institutions

ERIC Educational Resources Information Center

Barbaki, Maria

2015-01-01

This paper presents music teaching in nineteenth-century Greece orphanages and schools of destitute children, which were the main schools for vocational training of the working class in that period. Five representative institutions were selected. Music education for young male workers in nineteenth-century Greece was both in accord with and…

A Typology of Work-Family Arrangements among Dual-Earner Couples in Norway

ERIC Educational Resources Information Center

Kitterod, Ragni Hege; Lappegard, Trude

2012-01-01

A symmetrical family model of two workers or caregivers is a political goal in many western European countries. We explore how common this family type is in Norway, a country with high gender-equality ambitions, by using a multinomial latent class model to develop a typology of dual-earner couples with children based on the partners' allocations…

El Metodo Llamado Proyecto (The Project Approach). ERIC Digest.

ERIC Educational Resources Information Center

Katz, Lilian G.

A project is an in-depth investigation of a topic worth learning more about, usually undertaken by a group of children within a class. The goal of a project is to learn more about a topic rather than to find answers to questions posed by a teacher. Project work is complementary to the systematic parts of a curriculum. Whereas systematic…

Political Violence and Child Adjustment in Northern Ireland: Testing Pathways in a Social-Ecological Model Including Single- and Two-Parent Families

ERIC Educational Resources Information Center

Cummings, E. Mark; Schermerhorn, Alice C.; Merrilees, Christine E.; Goeke-Morey, Marcie C.; Shirlow, Peter; Cairns, Ed

2010-01-01

Moving beyond simply documenting that political violence negatively impacts children, we tested a social-ecological hypothesis for relations between political violence and child outcomes. Participants were 700 mother-child (M = 12.1 years, SD = 1.8) dyads from 18 working-class, socially deprived areas in Belfast, Northern Ireland, including…

Work of the Hand through the Curriculum and across the Planes of Development: A Compilation of Creative Ideas

ERIC Educational Resources Information Center

NAMTA Journal, 2013

2013-01-01

This article and the one that follows, "Quilt-Making in the Elementary Class" (EJ1077043), emerge from Mountain Laurel Montessori School and provide examples of the intrinsic links between the hand and academic lessons. This article features a compilation of artful recipes for young children (Soap Sculpting Clay, Easy Flour Paste, Face…

A Comparison of the Industriousness Levels of KEEP and Public School Students. Technical Report #55.

ERIC Educational Resources Information Center

Antill, Ellen; Tharp, Roland G.

This report compares the on-task behavior (industriousness) of K-3 students in the demonstration school of the Kamehameha Early Education Program (KEEP) with that of children from classes in four public schools. Industriousness was measured by tallying the occurrence of such behaviors as working on an appropriate task, attending to the teacher, or…

Weaving Wisdom with Hard Work: Accomplished Student Learns, Grows, and Gives Back

ERIC Educational Resources Information Center

Kuhl, Eleanor

2010-01-01

Linda Taylor (Dine) raises sheep and horses, creates sculpture, paints, teaches traditional weaving classes, hunts solo for elk and deer, and volunteers at the Methodist Thrift Shop. In the past, she has also cared for Native children in need, and she is currently applying to foster a Navajo girl. On weekends, she sells bales of hay at the…

Motivation for Attending Higher Education from the Perspective of Early Care and Education Professionals

ERIC Educational Resources Information Center

Huss-Keeler, Rebecca; Peters, Michelle; Moss, Joy Marie

2013-01-01

The field of early care and education has been challenged to raise the level of quality for young children by increasing the number of practitioners with college degrees. The purpose of this study was to explore the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes,…

Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education

ERIC Educational Resources Information Center

Jones, Stephanie; Thiel, Jaye Johnson; Dávila, Denise; Pittard, Elizabeth; Woglom, James F.; Zhou, Xiaodi; Brown, Taryrn; Snow, Marianne

2016-01-01

This post-qualitative research analyzes the spatialized practices of young people within a working-class community and how those guided the opening and facilitating of a local community center. Seeing place-making as a social and political act, the authors were inspired by Heath's classic study and argument that children's education might be…

Latent Class Analysis of Early Developmental Trajectory in Baby Siblings of Children with Autism

PubMed Central

Landa, Rebecca J.; Gross, Alden L.; Stuart, Elizabeth A.; Bauman, Margaret

2012-01-01

Background Siblings of children with autism (sibs-A) are at increased genetic risk for autism spectrum disorders (ASD) and milder impairments. To elucidate diversity and contour of early developmental trajectories exhibited by sibs-A, regardless of diagnostic classification, latent class modeling was used. Methods Sibs-A (n=204) were assessed with the Mullen Scales of Early Learning from age 6–36 months. Mullen T scores served as dependent variables. Outcome classifications at age 36 months included: ASD (n=52); non-ASD social/communication delay (broader autism phenotype; BAP) (n=31); and unaffected (n=121). Child-specific patterns of performance were studied using latent class growth analysis. Latent class membership was then related to diagnostic outcome through estimation of within-class proportions of children assigned to each diagnostic classification. Results A 4-class model was favored. Class 1 represented accelerated development and consisted of 25.7% of the sample, primarily unaffected children. Class 2 (40.0% of the sample), was characterized by normative development with above-average nonverbal cognitive outcome. Class 3 (22.3% of the sample) was characterized by receptive language, and gross and fine motor delay. Class 4 (12.0% of the sample), was characterized by widespread delayed skill acquisition, reflected by declining trajectories. Children with an outcome diagnosis of ASD were spread across Classes 2, 3, and 4. Conclusions Results support a category of ASD that involves slowing in early non-social development. Receptive language and motor development is vulnerable to early delay in sibs-A with and without ASD outcomes. Non-ASD sibs-A are largely distributed across classes depicting average or accelerated development. Developmental trajectories of motor, language, and cognition appear independent of communication and social delays in non-ASD sibs-A. PMID:22574686

The Relationship between Sex-Role Stereotyping in TV Programming and Children's Autonomy.

ERIC Educational Resources Information Center

Olsen, Judith E.

Six classes with 20 students per class participated in a study to determine the effects of television programing's stereotyped images on children's autonomy (independence of thought and action). Classes of first and second grade students and two classes of fifth grade students were the experimental groups, while the third and sixth grade classes…

Influence of pharyngeal airway respiration pressure on Class II mandibular retrusion in children: A computational fluid dynamics study of inspiration and expiration.

PubMed

Iwasaki, T; Sato, H; Suga, H; Takemoto, Y; Inada, E; Saitoh, I; Kakuno, K; Kanomi, R; Yamasaki, Y

2017-05-01

To examine the influence of negative pressure of the pharyngeal airway on mandibular retraction during inspiration in children with nasal obstruction using the computational fluid dynamics (CFD) method. Sixty-two children were divided into Classes I, II (mandibular retrusion) and III (mandibular protrusion) malocclusion groups. Cone-beam computed tomography data were used to reconstruct three-dimensional shapes of the nasal and pharyngeal airways. Airflow pressure was simulated using CFD to calculate nasal resistance and pharyngeal airway pressure during inspiration and expiration. Nasal resistance of the Class II group was significantly higher than that of the other two groups, and oropharyngeal airway inspiration pressure in the Class II (-247.64 Pa) group was larger than that in the Class I (-43.51 Pa) and Class III (-31.81 Pa) groups (P<.001). The oropharyngeal airway inspiration-expiration pressure difference in the Class II (-27.38 Pa) group was larger than that in the Class I (-5.17 Pa) and Class III (0.68 Pa) groups (P=.006). Large negative inspiratory pharyngeal airway pressure due to nasal obstruction in children with Class II malocclusion may be related to their retrognathia. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools

PubMed Central

Abu Bakar, Nurul Farhana; Chen, Ai-Hong

2014-01-01

Context: Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures. Aims: The purpose of this study was to compare the testability of visual acuity using the modified Early Treatment Diabetic Retinopathy Study (ETDRS) and Cambridge Crowding Cards, stereo acuity using Lang Stereo test II and Butterfly stereo tests and colour perception using Colour Vision Test Made Easy (CVTME) and Ishihara's Test for Colour Deficiency (Ishihara Test) between children in mainstream classes and children with learning disabilities in special education classes in government primary schools. Materials and Methods: A total of 100 primary school children (50 children from mainstream classes and 50 children from special education classes) matched in age were recruited in this cross-sectional comparative study. The testability was determined by the percentage of children who were able to give reliable respond as required by the respective tests. ‘Unable to test’ was defined as inappropriate response or uncooperative despite best efforts of the screener. Results: The testability of the modified ETDRS, Butterfly stereo test and Ishihara test for respective visual function tests were found lower among children in special education classes (P < 0.001) but not in Cambridge Crowding Cards, Lang Stereo test II and CVTME. Conclusion: Non verbal or “matching” approaches were found to be more superior in testing visual functions in children with learning disabilities. Modifications of vision testing procedures are essential for children with learning disabilities. PMID:24008790

Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children's Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

ERIC Educational Resources Information Center

Elben, Judy; Nicholson, Tom

2017-01-01

The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an…

Dance program for physical rehabilitation and participation in children with cerebral palsy

PubMed Central

López-Ortiz, Citlali; Gladden, Kim; Deon, Laura; Schmidt, Jennifer; Girolami, Gay; Gaebler-Spira, Deborah

2012-01-01

Objective: This pilot study aimed to examine a classical ballet program created for children with cerebral palsy (CP) as an emerging physical rehabilitation modality. The main program goals were to promote participation and to provide an artistic, physically therapeutic activity. Methods: The study was conducted in collaboration with a tertiary rehabilitation hospital, one outpatient physical therapy clinic, and one community center. As a pilot exploratory study, the research design included questionnaires to assess the participants' (children (n = 16), parents (n = 16), and therapists (n = 13)) perceptions on the therapeutic benefit of the dance program. A binomial statistical model was adopted for the analysis of the results. Results: Main results were that the children reported high enjoyment level (p < .0001) and desire for more classes (.0001); the parents reported perceived therapeutic benefit (p < .0001); and the therapists viewed the class as a positive adjunct to therapy (p < .0001). Conclusions: The main limitation of this work was the utilization of subjective outcome measures. However, this is the first step toward the development of objective measures of an intervention that, to our knowledge, has not been analyzed in the past. We conclude that the program has the potential of developing into an evidence based rehabilitation resource for children with CP. PMID:25431617

X-Ray Fluorescence to Determine Zn in Bolivian Children using Hair Samples

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

Tellería Narvaez, C.A.; Fernández Alcázar, S.; Barrientos Zamora, F.G.

As a first step in the evaluation of nutritional levels in Bolivian children (8–13 years-old), we carried out X-Ray Fluorescence measurements in hair samples of children belonging to different social classes and living either in rural areas or in cities. The aim of this study is to contribute to health policies tending to improve the global health of children and consequently avoid malnutrition. Our method intends to have maximum reliability and at the same time be as simple as possible from an experimental point of view. Additionally, we use this method to determine some other elements such as Fe, Cu,more » Pb, As and Hg, the latter three considered as contaminants that could be present in children living in areas which neighbor mines and industries. This work will be complemented by some biological and medical tests.« less

Clinical Correlates of Carbon Dioxide Hypersensitivity in Children.

PubMed

Rappaport, Lance M; Sheerin, Christina; Carney, Dever M; Towbin, Kenneth E; Leibenluft, Ellen; Pine, Daniel S; Brotman, Melissa A; Roberson-Nay, Roxann; Hettema, John M

2017-12-01

Hypersensitivity to carbon dioxide (CO 2 )-enriched air may be a promising risk marker for anxiety disorders. Among adult and adolescent samples, heterogeneity in distress response to the CO 2 challenge task indexes 3 underlying classes of individuals, which distinguish between sustained and acute threat response as markers for internalizing disorders, broadly, and anxiety disorders, specifically. The present study examines latent classes in children's response to the CO 2 challenge task to clarify the association of CO 2 hypersensitivity with anxiety and internalizing symptomatology in childhood. Healthy children from a community twin sample (N = 538; age 9-13 years) rated anxious distress every 2 minutes while breathing air enriched to 7.5% CO 2 for 8 minutes. Latent growth mixture modeling evaluated potential classes of individuals with characteristic trajectories of distress during the task to clarify the association with internalizing disorder symptoms and related traits (e.g., anxiety sensitivity, irritability). Although all participants reported increased distress during the task, interindividual heterogeneity in distress indexed 3 underlying classes: a consistently low class ("low"), a consistently high class ("high"), and participants who demonstrated markedly increased acute distress ("acute"). Compared to the low class, the high class reported greater internalizing psychopathology, whereas membership in the acute class was associated with experiencing a panic-like event during the task. As in older individuals, 3 distinct trajectories emerged to capture interindividual heterogeneity in children's distress during the CO 2 challenge task. These classes were distinguished by clinical validators that reinforce the association of CO 2 hypersensitivity and internalizing disorder phenotypes in children. Copyright © 2017 American Academy of Child and Adolescent Psychiatry. All rights reserved.

Examining Patterns of Exposure to Family Violence in Preschool Children: A Latent Class Approach.

PubMed

Grasso, Damion J; Petitclerc, Amélie; Henry, David B; McCarthy, Kimberly J; Wakschlag, Lauren S; Briggs-Gowan, Margaret J

2016-12-01

Young children can experience violence directly or indirectly in the home, with some children exposed to multiple forms of violence. These polyvictims often experience violence that is severe, chronic, and multifaceted. The current study used latent class analysis to identify and examine the pattern of profiles of exposure to family violence (i.e., violence directed towards the child and between caregivers) among a sample of 474 children ages 3-6 year who were drawn from the Multidimensional Assessment of Preschoolers Study (Wakschlag et al., 2014). The data yielded 3 classes: a polyvictimized class (n = 72; 15.2%) with high probability of exposure to all forms of violence, a harsh parenting class (n = 235; 49.5%), distinguished mainly by child-directed physical discipline in the absence of more severe forms of violence, and a low-exposure class (n = 167; 35.2%). Classes were differentiated by contextual factors, maternal characteristics, and mother-reported and observational indicators of parenting and child functioning with most effect sizes between medium and large. These findings add to emerging evidence linking polyvictimization to impaired caregiving and adverse psychological outcomes for children and offer important insight for prevention and intervention for this vulnerable population. Copyright © 2016 International Society for Traumatic Stress Studies.

The Relation of Verbal and Nonverbal Encoding to Serial Recall Performance in Middle and Lower Class Children.

ERIC Educational Resources Information Center

Lacher, Miriam R.

Effects of lower versus middle class parental occupation, verbal intelligence, and action content of pictured stimuli upon nonverbal serial recall were investigated in white first-graders attending a semi-rural elementary school in southeastern Michigan. Forty lower class and 20 middle class children, (half boys and half girls) were grouped on the…

A latent transition analysis of bullying and victimization in Chinese primary school students

PubMed Central

Lau, Puiyi; Luo, Fang

2017-01-01

Bullying is a social phenomenon that impacts a large number of children and young people, worldwide. This study aimed to longitudinally examine the development of bullying and victimization in Chinese students in grades 4, 5, and 6. We used latent class analysis to empirically identify groups of youth with different bullying and victimization patterns, and then used latent transition analysis to explore the movement of children between these latent classes over time. Results showed that: (1) across the three time points, students could be classified into four classes: bullies, victims, bully-victims, and non-involved children; and (2) students in the non-involved class tended to remain in that class when moving to higher grades, students in the bully and victims classes tended to transition to the non-involved class, while students in the bully-victims class tended to transition to the bullies class. Thus, future intervention should be implemented to prevent bully-victims from bullying behaviors. PMID:28837571

Developmental gains in visuospatial memory predict gains in mathematics achievement.

PubMed

Li, Yaoran; Geary, David C

2013-01-01

Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.

Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement

PubMed Central

Li, Yaoran; Geary, David C.

2013-01-01

Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning. PMID:23936154

Fairy-tale planet: creative science writing for children

NASA Astrophysics Data System (ADS)

Lanza, Tiziana; D'Addezio, Giuliana

2017-04-01

During public events organized by our Institute sometimes we have predisposed a corner to entertain primary school children with fairy-tales about the planet. In that occasion we realized that even if children could take part in other activities more in fashion such as laboratories, theatre performances, exhibits, they were very attracted by fairy tales, such an "ancient" tradition. This year within the projects "alternanza scuola-lavoro" we are planning to involve also the students of the secondary schools to learn themselves how to animate a fairy-tale corner for children. The "alternanza scuola lavoro" (interchange school/work) has been recently introduced in the Italian school as a methodology for implementing the second cycle teaching. The general purpose is to ensure that 15 to 18 years old students, beside the access to basic knowledge, can acquire skills in the employment and real work environments experiencing other teaching methods based both on knowledge and know-how. We will then start a new adventure by investigating what will be the best way to introduce children to creative science writing for the planet. The aim would be that of creating a format suitable for children either for writing all together a planet fairy-tale in class, or individually. The final goal is to raise awareness about the environmental problems by stimulating in scholars their own creativity.

Lend Me Your Voice - A Constructivist Approach to Augmentative Communication

NASA Astrophysics Data System (ADS)

Mangiatordi, Andrea; Acosta, Micaela; Castellano, Roxana

This paper envisions a software project dedicated to disabled children with communication impairments or restrictions. The idea is to develop a costless and functional communication aid capable of voice output. This software could be a very convenient solution if used on the laptops provided by One Laptop Per Child to children in different developing countries. These laptops, together with their operating system, are designed following constructionist ideas, focused on cooperative learning and "learning learning". This work discusses the creation of a tool which is both an aid to the disabled children and a base on which inclusive context can be built in school classes. An ideal lesson plan is discussed which could be used as a guideline for teachers.

[Self-concept of school-age children: the norm in Kaohsiung].

PubMed

Chin, C C; Liu, Y Y; Ka, J K

1989-05-01

This study has two objectives: (1) to establish the norm of three graphical projective tests (Children's Social-Self Test, Children's Attitude Inventory and Children's Self-Concept Inventory), and (2) to explore the influence of sex, order of birth, social economic status of family, and leadership of class that effect self-concept of the school-age children. These subjects are selected from elementary schools in Kaohsiung, twenty-two classes are drawn out from each grade by systemic-random sampling. Then two classes are drawn out from 22 classes at random to arrange retest for reliability. The total subjects are 6207 students. From October 1987 to June 1988, six researchers are divided into three group to conduct the test. Besides establishing the norm, we find results from analysis of data as follow: 1. The reliability and validity of three graphical projective tests are good, they can be used for assessing the self-concept of school-age children. 2. The grade, sex, order of birth, social economic status of family, leadership of class all influence the self-concept of school-age children. 3. The self-concept and the grade has negative correlation. 4. The self-concept and the social economic status of family has positive correlation. 5. The girls have higher self-concept than the boys. 6. The order of first-born or second-born has higher self-concept than the others. 7. The ones who are leaders of class have higher self-concept than the others.

Child sex rings.

PubMed Central

Wild, N J; Wynne, J M

1986-01-01

Details of 11 child sex rings identified in one working class community were obtained by interviewing investigating police officers and examining health and social services records. The rings contained 14 adult male perpetrators and 175 children aged 6-15 years. Most perpetrators used child ringleaders to recruit victims; others became a "family friend" or obtained a position of authority over children. Secrecy was encouraged and bribery, threats, and peer pressure used to induce participation in sexual activities. Offences reported included fondling, masturbation, pornography, and oral, vaginal, and anal intercourse. Eleven perpetrators were successfully prosecuted; all but one received a sentence of three years or less. Behavioural problems were common among those children who had participated for a long time. Child sex rings are difficult to detect and may be common. Many children are seriously abused as a consequence of them. PMID:3730803

Education and the Politics of Selection: Radical Policies for Those Set to Fail in the Twenty-First Century?

ERIC Educational Resources Information Center

Demaine, Jack

2006-01-01

This paper is concerned with the longstanding question of policy for those referred to nearly half a century ago by the Crowther Report as the "bottom half"; those mainly working class children who, in a sense, are "selected for failure". The issue of selection is a matter of concern in countries around the world and has been…

Rules out of Roles: Differences in Play Language and Their Developmental Significance

ERIC Educational Resources Information Center

Kim, Yongho; Kellogg, David

2007-01-01

Using a discourse analytic approach from the work of Hoey (1991) and a dual processing model from Wray (2000), this paper compares the language produced by the same classes of children when they are engaged in role-play and when they are playing rule-based games. We find that role-play tends to be richer in "frozen" pair parts, where the responses…

Transnational Mexican-Origin Families' Ways of Knowing: A Framework toward Bridging Understandings in U.S. Schools

ERIC Educational Resources Information Center

Kasun, G. Sue

2016-01-01

Transnational students and families are those who cross real and metaphoric borders, spanning countries, to engage family and community in meaningful ways. Based on a three-year, multi-sited ethnographic study, I show the distinct ways of knowing of four Mexican-origin, working class families and how the U.S. schools where the children from these…

Development and Assessment of Student Social/Civic Responsibility and Ethical Reasoning. TLTC Paper No. 5. CRLT Occasional Paper No. 36

ERIC Educational Resources Information Center

Hallman, Samantha K.

2016-01-01

University of Michigan (U-M) students visit community-based organizations in Detroit on a weekly basis to work on projects aimed at improving the well being of children and their families, such as tutoring youth in after school programs. Their site visits are supplemented by relevant readings, class discussions and written reflections on topics…

Children's Understanding of Social Class Differences.

ERIC Educational Resources Information Center

Naimark, Hedwin

Investigated were school children's recognition of social class distinctions, cues they used, and the relationship of their ideas about social class to other beliefs and attitudes about the social world. An ethnically mixed group of 201 male and female subjects participated in the study. Five age groups were represented: second, fifth, and sixth…

DEPENDENCE OF MORPHOMETRIC PARAMETERS OF THE DENTAL OCCLUSION ON THE TYPE OF THE LOWER JAW GROWTH IN CHILDREN WITH CLASS II1 DENTOFACIAL ANOMALIES WHO LINE IN THE NORTHERN UKRAINE.

PubMed

Galich, L V; Kuroedova, V; Lakhtin, Yu; Galich, L B; Moskalenko, P

2017-03-01

The aim of the work was to study the structure of dentofacial anomalies in children and adolescents in Sumy city and Sumy oblast, to identify dentoalveolar morphological peculiarities of the occlusion in 10-13 years old patients with class ІІ1 anomalies according to Angle's classification with different types of lower jaw bone growth. A retrospective analysis of 2236 outpatient dental cards of urban and rural patients with orthodontic pathology was conducted. Patients were divided into three age groups: 6-9 years old (early mixed occlusion) - 592 children; 10-13 years old (late mixed occlusion) - 1180 children; over 13 years old (permanent occlusion) - 464 persons; besides 76 patients with class ІІ1 anomalies according to Angle's classification aged 10-13 years were examined. To determine the type of lower jaw growth, the children underwent orthopantomographic examination, diagnostic models were made and biometric indicators were calculated to determine the severity of the morphological changes. It was established that anomalies of individual teeth and dental curve dominated in all age groups (71.24%). Among the occlusion anomalies, a large part falls to class ІІ anomalies according to Angle's classification (19.18%). A third of these patients have a neutral type of lower jaw growth (36.84±5.53%), horizontal and vertical types of growth reach 18.42±4.47% and 19.74±4.56%, respectively. The combination of neutral and vertical type of growth of the lower jaw occurs in 1.7 times more than the combination of neutral and horizontal. The most pronounced morphological changes were observed in the group of patients with a horizontal type of lower jaw growth. When planning treatment and prophylactic measures among patients of the orthodontic profile, it is necessary to take into account the peculiarities of both the prevalence of pathology in the region and the morphological changes of different severity in the dental curves of the jaws.

Short-term memory development: differences in serial position curves between age groups and latent classes.

PubMed

Koppenol-Gonzalez, Gabriela V; Bouwmeester, Samantha; Vermunt, Jeroen K

2014-10-01

In studies on the development of cognitive processes, children are often grouped based on their ages before analyzing the data. After the analysis, the differences between age groups are interpreted as developmental differences. We argue that this approach is problematic because the variance in cognitive performance within an age group is considered to be measurement error. However, if a part of this variance is systematic, it can provide very useful information about the cognitive processes used by some children of a certain age but not others. In the current study, we presented 210 children aged 5 to 12 years with serial order short-term memory tasks. First we analyze our data according to the approach using age groups, and then we apply latent class analysis to form latent classes of children based on their performance instead of their ages. We display the results of the age groups and the latent classes in terms of serial position curves, and we discuss the differences in results. Our findings show that there are considerable differences in performance between the age groups and the latent classes. We interpret our findings as indicating that the latent class analysis yielded a much more meaningful way of grouping children in terms of cognitive processes than the a priori grouping of children based on their ages. Copyright © 2014 Elsevier Inc. All rights reserved.

Knowing and Caring about Children of the Depression.

ERIC Educational Resources Information Center

Zarnowski, Myra

1996-01-01

Describes an elementary social studies class that studied children of the Great Depression in order to create empathy with people of different eras. The class used journal writing, mural painting, and poetry writing to consider the physical and psychological hardships experienced by Depression-era children. (MJP)

Perceptions of Middle-Class Mothers of Their Children with Special Needs Participating in Motor and Sport Programs

ERIC Educational Resources Information Center

Roth, Dana; Rimmerman, Arie

2009-01-01

This exploratory research studied middle-class mother's primary reason for registering their young children, mean age 6.9 years, in adapted motor and sports programs and their perceptions of their children upon entering the program and upon completion. Analyses also examined the possible relationship between mothers' age, education or children's…

Implementing an Adaptive Physical Education Program for Educable Mentally Retarded Children, Kindergarten through Third Grade.

ERIC Educational Resources Information Center

Keller, Mimi

An adaptive physical education program was implemented for two special classes of educable mentally retarded children, grades K-3 in California. Children from a regular kindergarten class also participated in the program. The program operated for 5 months, with children receiving motor skills training 40 minutes per day, 4 days per week. Analysis…

Piaget's Concept of Classification: A Comparative Study of Socially Disadvantaged and Middle-Class Young Children.

ERIC Educational Resources Information Center

Wei, Tam Thi Dang

This study examines the differences in classificatory performance of children from middle class (MC) and from culturally deprived (CD) backgrounds at kindergarten and second grade levels. It was hypothesized that: (a) the ability to classify increases with age (b) CD children would score lower on talks of classification than children in MC groups…

An Evaluation of Social Adaptation Skills of Children with and without Preschool Education Background Based on Their Mothers' Views

ERIC Educational Resources Information Center

Gunindi, Yunus

2013-01-01

This study was designed to discover if preschool teaching affects children's development of social skills and behaviours. Mothers of 50 children from middle socio-economic class families attending preschools and mothers of 50 children from the same socio-economic class families not attending preschools were included in the study. "Social…

[Microinvasive dental treatment in pre-school children].

PubMed

Korolenkova, M V

The aim of the study was to assess the efficiency of atraumatic restorative treatment (ART) with cavity preparation by means of dental endo motor. ART method was applied in 94 children (50 females and 44 males, 301 teeth treated) aged 21-96 months. Wireless dental endo motor (Endo Mate TC2, NSK, Japan) was used for cavity preparation. The cavities (102 (33.9%) class I, 156 (51.8%) class V, 20 (6.6%) class II, 18 (6%) class III and 5 (1.7%) class IV) were then filled with glass-ionomer cement (Fuji IX, GC, Japan). Success rate was assessed 3, 6, 12 and 18 months after treatment. Overall ART procedure success rate (good marginal fit, no occlusal wearing or restoration fractures) at 18-month follow up was 88.7% (267 fillings out of 301) with the highest survival in class I (96.1%) and class V (96.2%) restoration and poorest in class II (50%), class III (44.4%) and class IV (20%) restorations. Cavity preparation with wireless dental endo motor was well tolerated even by infants (12 children were younger than 24 months), as it is noiseless and significantly faster than conventional manual preparation. ART method with the use of dental endo motor showed good success rate and proved to be highly efficient in small and apprehensive children. The method, however, should be avoided in class III and IV cavities as the success rate is poor mostly because of restoration fractures.

Country watch: Chile.

PubMed

Montoya Leiva, M

1996-01-01

Servicio Paz y Justicia (SERPAJ) is a nongovernmental organization (NGO) established in Chile in 1977. It supports fundamental human dignity and rights by fighting discrimination and exclusion based upon individual differences. SERPAJ promotes training, organization, and the political participation of community members as part of the democratic process, working mainly with the at risk women, street children, and youth of Santiago's working-class neighborhoods. Groups participate in workshops and training courses on human rights and development, civic education, and methods of non-violent community action. In 1987, SERPAJ-Sur Oriente began to include the topic of sexuality and AIDS/STDs in courses training working-class women as community human rights agents. The NGO is therefore one of the first mainstream Chilean human rights organizations to incorporate HIV/AIDS issues. A basic facts brochure was developed, followed by a pilot education project developed in one neighborhood which was then systematically replicated in other neighborhoods. The comments of some people who have participated in SERPAJ workshops are presented.

Physical Education Classes, Physical Activity, and Sedentary Behavior in Children.

PubMed

Silva, Diego Augusto Santos; Chaput, Jean-Philippe; Katzmarzyk, Peter T; Fogelholm, Mikael; Hu, Gang; Maher, Carol; Olds, Timothy; Onywera, Vincent; Sarmiento, Olga L; Standage, Martyn; Tudor-Locke, Catrine; Tremblay, Mark S

2018-05-01

This study aimed to examine the associations between participation frequency in physical education (PE) classes and objective measures of physical activity (PA) and sedentary behavior (SB) in children from 12 countries at different levels of development. This multinational, cross-sectional study included 5874 children 9-11 yr old from sites in Australia, Brazil, Canada, China, Colombia, Finland, India, Kenya, Portugal, South Africa, the United Kingdom, and the United States. PA and SB were monitored for seven consecutive days using a waist-worn accelerometer. PA and SB data were presented for weekdays (times in and out of school) and weekend days. Participation frequency in PE classes was determined by questionnaire. Multilevel modeling analyses stratified by sex were used. Overall, 24.8% of children self-reported participation in PE classes ≥3 times per week (25.3% in high-income countries [HIC] and 24.3% in low- and middle-income countries [LMIC]). After adjusting for age, sex, parental education, and body mass index z-score, results showed that children from low- and middle-income countries who took PE classes one to two times per week were more likely to present better indicators of PA and shorter time in SB in and out of school. In HIC, boys that participated in PE classes were more likely to meet the moderate-to-vigorous PA recommendations and to present better indicators of PA (in school) and shorter time in SB in and out of school. For girls in HIC, attending PE classes increased the likelihood of spending more time in moderate-to-vigorous PA, especially if they attended ≥3 times per week. Attending PE classes is associated with a higher level of PA and a lower level of SB in and out of school during weekdays in children from countries at various levels of development.

[Isolation of children with attention deficit disorder in their classrooms].

PubMed

Mino, Y; Yasuda, N; Ohara, H; Nagamatsu, K; Yoshida, T

1990-10-01

The isolation of children with attention deficit disorder (ADD) among peers was examined by conducting sociometric tests in 28 classrooms to which ADD children belonged. The conclusions are as follows: 1. Among ADD children, 39.3% were classified as isolated children who received no Social Choice votes, a proportion that was significantly higher than normal controls. 2. Results suggests that isolation was correlated with such characteristics of ADD children as higher grade in school, later first consultation and lower IQ levels. 3. Classroom characteristics which correlated with isolation of ADD children were larger number of children per class and stronger class cohesion. It is thought that reducing the number of children in each class will be effective in preventing isolation of ADD children. 4. The possibility of an association between assessment of parents for social relationships of ADD children and their isolation exists and needs to be assessed. The authors emphasize the need for ADD children to have support in their interpersonal relationships, and discuss ways of intervention to prevent their being isolated in their classrooms.

Provision of Atraumatic Restorative Treatment (ART) restorations to Chinese pre-school children--a 30-month evaluation.

PubMed

Lo, E C; Holmgren, C J

2001-01-01

The objectives of this study were: to provide restorations using the ART approach to pre-school children in Southern China in a kindergarten environment, using a high-strength glass-ionomer restorative material; to assess the acceptability of this approach and to evaluate on a longitudinal basis the restorations placed. A total of 170 ART restorations were placed in 95 children, aged 5.1 +/- 0.7 years, by seven final-year dental students using standard ART procedures and hand instruments. The restorations were evaluated every six months thereafter by two calibrated independent examiners using explorers and mouth-mirrors. 93% of the children reported that they did not feel pain during treatment and 86% were willing to receive ART restorations again. The cumulative 12- and 30-month survival rates of Class I restorations were 91% and 79%, respectively. The corresponding figures for Class V restorations were 79% and 70%, while those for Class II restorations were 75% and 51%. The failure rates of Class III and IV restorations were high with more than half of them scored as missing within the first year. The ART approach was shown to be acceptable to Chinese pre-school children for providing restorative dental care outside the traditional clinical setting. The success rates were high for Class I and V restorations in primary teeth, modest for Class II, and low for Class III and IV restorations.

School beverage environment and children's energy expenditure associated with physical education class: an agent-based model simulation.

PubMed

Chen, H-J; Xue, H; Kumanyika, S; Wang, Y

2017-06-01

Physical activity contributes to children's energy expenditure and prevents excess weight gain, but fluid replacement with sugar-sweetened beverages (SSBs) may diminish this benefit. The aim of this study was to explore the net energy expenditure (EE) after physical education (PE) class given the competition between water and SSB consumption for rehydration and explore environmental factors that may influence the net EE, e.g. PE duration, affordability of SSB and students' SSB preference. We built an agent-based model that simulates the behaviour of 13-year-old children in a PE class with nearby water fountains and SSB vending machines available. A longer PE class contributed to greater prevalence of dehydration and required more time for rehydration. The energy cost of a PE class with activity intensity equivalent to 45 min of jogging is about 300 kcal on average, i.e. 10-15% of average 13-year-old children's total daily EE. Adding an SSB vending machine could offset PE energy expenditure by as much as 90 kcal per child, which was associated with PE duration, students' pocket money and SSB preference. Sugar-sweetened beverage vending machines in school may offset some of the EE in PE classes. This could be avoided if water is the only readily available source for children's fluid replacement after class. © 2016 World Obesity Federation.

Children of the Heartland.

ERIC Educational Resources Information Center

Castle, Kathryn; And Others

1996-01-01

Describes the destruction caused by the Oklahoma City bombing and recounts the reaction of a second-grade class in Oklahoma. Describes class discussions of the bombing and how children found various ways to ask questions and express their feelings about the incident. Provides tips for teachers to help children who are going through trauma. (MOK)

Effects of Neighborhood Socioeconomic Characteristics and Class Composition on Highly Competent Children.

ERIC Educational Resources Information Center

Maggi, Stefania; Hertzman, Clyde; Kohen, Dafina; D'Angiulli, Amedio

2004-01-01

The conditions that prevent highly competent children from fully developing their learning potential rarely have been addressed. The authors investigated the relationship between neighborhood socioeconomic characteristics, class composition, and changes in the proportion of highly competent children in kindergarten and in Grades 4 and 7. The…

Curriculum Design and Children's Learning at Church

ERIC Educational Resources Information Center

Burton, Larry D.; Paroschi, Eliane E.; Habenicht, Donna J.; Hollingsead, Candice C.

2006-01-01

This study investigated the relationship between curriculum design and children's learning in church. Participants in this study included 12 six-year-old children attending two different Sabbath school classes in the same Midwestern Seventh-day Adventist church. A traditional curriculum guided instruction in Class 1. "GraceLink," a new curriculum,…

Left behind by Birth Month

ERIC Educational Resources Information Center

Solli, Ingeborg Foldøy

2017-01-01

Utilizing comprehensive administrative data from Norway I investigate long-term birth month effects. I demonstrate that the oldest children in class have a substantially higher GPA than their younger peers. The birth month differences are larger for low-SES children. Furthermore, I find that the youngest children in class are lagging significantly…

Latent class analysis of early developmental trajectory in baby siblings of children with autism.

PubMed

Landa, Rebecca J; Gross, Alden L; Stuart, Elizabeth A; Bauman, Margaret

2012-09-01

Siblings of children with autism (sibs-A) are at increased genetic risk for autism spectrum disorders (ASD) and milder impairments. To elucidate diversity and contour of early developmental trajectories exhibited by sibs-A, regardless of diagnostic classification, latent class modeling was used. Sibs-A (N = 204) were assessed with the Mullen Scales of Early Learning from age 6 to 36 months. Mullen T scores served as dependent variables. Outcome classifications at age 36 months included: ASD (N = 52); non-ASD social/communication delay (broader autism phenotype; BAP; N = 31); and unaffected (N = 121). Child-specific patterns of performance were studied using latent class growth analysis. Latent class membership was then related to diagnostic outcome through estimation of within-class proportions of children assigned to each diagnostic classification. A 4-class model was favored. Class 1 represented accelerated development and consisted of 25.7% of the sample, primarily unaffected children. Class 2 (40.0% of the sample), was characterized by normative development with above-average nonverbal cognitive outcome. Class 3 (22.3% of the sample) was characterized by receptive language, and gross and fine motor delay. Class 4 (12.0% of the sample), was characterized by widespread delayed skill acquisition, reflected by declining trajectories. Children with an outcome diagnosis of ASD were spread across Classes 2, 3, and 4. Results support a category of ASD that involves slowing in early non-social development. Receptive language and motor development is vulnerable to early delay in sibs-A with and without ASD outcomes. Non-ASD sibs-A are largely distributed across classes depicting average or accelerated development. Developmental trajectories of motor, language, and cognition appear independent of communication and social delays in non-ASD sibs-A. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Parental Socioeconomic Instability and Child Obesity.

PubMed

Jones, Antwan

2018-01-01

Using data from the 1986 to 2010 National Longitudinal Study of Youth (NLSY) and the NLSY Child and Young Adult Supplement, this research explores how changes in parental socioeconomic status relate to child obesity over time. Results from linear mixed-effects models indicate that maternal educational gains and maternal employment transitions significantly increased their child's body mass index (BMI). This finding suggests that mothers who work may have less time to devote to monitoring their child's food intake and physical activity, which places their children at higher risks of becoming overweight or obese over time. Conversely, father's work transitions and educational gains contribute to decreases in child's BMI. Thus, work instability and increasing educational attainment for the traditional breadwinner of the household corresponds to better child weight outcomes. Results also suggest that there are racial differences in child BMI that remain after adjusting for changes in socioeconomic status, which indicate that the same structural disadvantages that operate to keep minorities in lower social class standings in society also work to hinder minorities from advancing among and out of their social class. Policy implications related to curbing child obesity are discussed.

Growth Mixture Modeling of Academic Achievement in Children of Varying Birth Weight Risk

PubMed Central

Espy, Kimberly Andrews; Fang, Hua; Charak, David; Minich, Nori; Taylor, H. Gerry

2009-01-01

The extremes of birth weight and preterm birth are known to result in a host of adverse outcomes, yet studies to date largely have used cross-sectional designs and variable-centered methods to understand long-term sequelae. Growth mixture modeling (GMM) that utilizes an integrated person- and variable-centered approach was applied to identify latent classes of achievement from a cohort of school-age children born at varying birth weights. GMM analyses revealed two latent achievement classes for calculation, problem-solving, and decoding abilities. The classes differed substantively and persistently in proficiency and in growth trajectories. Birth weight was a robust predictor of class membership for the two mathematics achievement outcomes and a marginal predictor of class membership for decoding. Neither visuospatial-motor skills nor environmental risk at study entry added to class prediction for any of the achievement skills. Among children born preterm, neonatal medical variables predicted class membership uniquely beyond birth weight. More generally, GMM is useful in revealing coherence in the developmental patterns of academic achievement in children of varying weight at birth, and is well suited to investigations of sources of heterogeneity. PMID:19586210

Summer Spectacular: Children's Literature Workshops, Institutes, and Classes

ERIC Educational Resources Information Center

Huff, Karen; Pavonetti, Linda; Roser, Nancy

2012-01-01

No matter how long teachers have been out of school, or how many children's literature classes they have taught, when summer comes, most of them long to "go back to class." It is because of the intriguing, exciting, reinvigorating institutes and conferences their colleagues offer in summer. In this interview, two veteran planners of summer…

COMMUNICATION OF INFORMATION IN THE ELEMENTARY SCHOOL CLASSROOM.

ERIC Educational Resources Information Center

DEUTSCH, MARTIN; AND OTHERS

IT IS NOT YET KNOWN HOW THE EXTENT OF LANGUAGE DIFFERENCES BETWEEN LOWER CLASS CHILDREN AND TEACHERS WITH MIDDLE CLASS TRAINING AND, FOR THE MOST PART, WITH MIDDLE CLASS BACKGROUNDS, INFLUENCES CLASSROOM COMMUNICATION. AN EVALUATION WAS MADE OF THE EXPRESSIVE LINGUISTIC SKILLS AND SPEECH CONTENT OF CHILDREN OF DIFFERENT AGES, RACES, AND SOCIAL…

Culturally Responsive Teaching with New Taiwanese Children: Interviews with Class Teachers in Elementary Schools

ERIC Educational Resources Information Center

Yang, Su-Ling; Hsiao, Yun-Ju; Hsiao, Hsi-Chi

2014-01-01

The purpose of this study was to understand how elementary school teachers implemented culturally responsive teaching in their classes in Taiwan. Data were collected through interviews from five teachers with new Taiwanese children in their classes. The results indicated that teachers practised culturally responsive teaching based on the…

Pathological and non-pathological variants of restrictive eating behaviors in middle childhood: A latent class analysis.

PubMed

Schmidt, Ricarda; Vogel, Mandy; Hiemisch, Andreas; Kiess, Wieland; Hilbert, Anja

2018-08-01

Although restrictive eating behaviors are very common during early childhood, their precise nature and clinical correlates remain unclear. Especially, there is little evidence on restrictive eating behaviors in older children and their associations with children's shape concern. The present population-based study sought to delineate subgroups of restrictive eating patterns in N = 799 7-14 year old children. Using Latent Class Analysis, children were classified based on six restrictive eating behaviors (for example, picky eating, food neophobia, and eating-related anxiety) and shape concern, separately in three age groups. For cluster validation, sociodemographic and objective anthropometric data, parental feeding practices, and general and eating disorder psychopathology were used. The results showed a 3-cluster solution across all age groups: an asymptomatic class (Cluster 1), a class with restrictive eating behaviors without shape concern (Cluster 2), and a class showing restrictive eating behaviors with prominent shape concern (Cluster 3). The clusters differed in all variables used for validation. Particularly, the proportion of children with symptoms of avoidant/restrictive food intake disorder was greater in Cluster 2 than Clusters 1 and 3. The study underlined the importance of considering shape concern to distinguish between different phenotypes of children's restrictive eating patterns. Longitudinal data are needed to evaluate the clusters' predictive effects on children's growth and development of clinical eating disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

Deaths from injury in children and employment status in family: analysis of trends in class specific death rates.

PubMed

Edwards, Phil; Roberts, Ian; Green, Judith; Lutchmun, Suzanne

2006-07-15

To examine socioeconomic inequalities in rates of death from injury in children in England and Wales. Analysis of rates of death from injury in children by the eight class version of the National Statistics Socio-Economic Classification (NS-SEC) and by the registrar general's social classification. England and Wales during periods of four years around the 1981, 1991, and 2001 censuses. Children aged 0-15 years. Death rates from injury and poisoning. Rates of death from injury in children fell from 11.1 deaths (95% confidence interval 10.8 to 11.5 deaths) per 100,000 children per year around the 1981 census to 4.0 deaths (3.8 to 4.2 deaths) per 100,000 children per year around the 2001 census. Socioeconomic inequalities remain: the death rate from all external causes for children of parents classified as never having worked or as long term unemployed (NS-SEC 8) was 13.1 (10.3 to 16.5) times that for children in NS-SEC 1(higher managerial/professional occupations). For deaths as pedestrians the rate in NS-SEC 8 was 20.6 (10.6 to 39.9) times higher than in NS-SEC 1; for deaths as cyclists it was 27.5 (6.4 to 118.2) times higher; for deaths due to fires it was 37.7 (11.6 to 121.9) times higher; and for deaths of undetermined intent it was 32.6 (15.8 to 67.2) times higher. Overall rates of death from injury and poisoning in children have fallen in England and Wales over the past 20 years, except for rates in children in families in which no adult is in paid employment. Serious inequalities in injury death rates remain, particularly for pedestrians, cyclists, house fires, and deaths of undetermined intent.

Children's environmental chemical exposures in the USA, NHANES 2003-2012.

PubMed

Hendryx, Michael; Luo, Juhua

2018-02-01

Children are vulnerable to environmental chemical exposures, but little is known about the extent of multiple chemical exposures among children. We analyzed biomonitoring data from five cycles (2003-2012) of the National Health and Nutrition Examination Survey (NHANES) to describe multiple chemical exposures in US children, examine levels of chemical concentrations present over time, and examine differences in chemical exposures by selected demographic groups. We analyzed data for 36 chemical analytes across five chemical classes in a sample of 4299 children aged 6-18. Classes included metals, pesticides, phthalates, phenols, and polycyclic aromatic hydrocarbons. We calculated the number and percent of chemicals detected and tested for secular trends over time in chemical concentrations. We compared log concentrations among groups defined by age, sex, race/ethnicity, and poverty using multiple linear regression models and report adjusted geometric means. Among a smaller subgroup of 733 children with data across chemical classes, we calculated the linear correlations within and between classes and conducted a principal component analysis. The percentage of children with detectable concentrations of an individual chemical ranged from 26 to 100%; the average was 93%, and 29 of 36 were detected in more than 90% of children. Concentrations of most tested chemicals were either unchanged or declined from earlier to more recent years. Many differences in concentrations were present by age, sex, poverty, and race/ethnicity categories. Within and between class correlations were all significant and positive, and the principal component analysis suggested a one factor solution, indicating that children exposed to higher levels of one chemical were exposed to higher levels of other chemicals. In conclusion, children in the USA are exposed to multiple simultaneous chemicals at uneven risk across socioeconomic and demographic groups. Further efforts to understand the effects of multiple exposures on child health and development are warranted.

Spiderman and science: How students' perceptions of scientists are shaped by popular media.

PubMed

Tan, Aik-Ling; Jocz, Jennifer Ann; Zhai, Junqing

2017-07-01

This study addresses the influence of popular media on how young children perceive science and the work of scientists. Using an adapted version of the Draw-A-Scientist Test, 15 classes of fourth graders (9-10 years old) at three different schools in Singapore were sampled ( n =  266). The students' drawings as well as their identification of three sources from which they obtained inspiration for their drawings were analyzed. Our results showed a strong relationship between students' drawings of scientists and their reported sources of inspiration. The results suggest that popular media play a large role in shaping how young children view scientists.

Classes of Psychotic Experiences in Kenyan Children and Adolescents

PubMed Central

Owoso, Akinkunle; Mbwayo, Anne W.; Mutiso, Victoria N.; Muriungi, Susan K.; Khasakhala, Lincoln I.; Barch, Deanna M.; Ndetei, David M.

2012-01-01

Psychotic-like experiences (PLEs) have been observed worldwide in both adults and children outside the context of a clinical disorder. In the current study, we investigate the prevalence and patterns of PLEs among children and adolescents in Kenya. Among 1,971 students from primary and secondary schools around Nairobi (aged 8–19), 22.1 % reported a lifetime history of a psychotic experience, and 16.3 % reported this unrelated to sleep or drugs. Psychotic experiences were more common in males compared to females. LCA resulted in a three-class model comprised of a normative class (83.3 %), a predominately hallucinatory class (Type 1 psychosis: 9.6 %), and a pan-psychotic class (Type 2 psychosis: 7.2 %). These results indicate that PLEs are prevalent in children and adolescents, and the distributions of symptom clusters are similar to that found in adulthood. The relationship of specific PLEs to the future development of psychotic disorder, functional impairment or distress will require further study. PMID:23065300

Classes of psychotic experiences in Kenyan children and adolescents.

PubMed

Mamah, Daniel; Owoso, Akinkunle; Mbwayo, Anne W; Mutiso, Victoria N; Muriungi, Susan K; Khasakhala, Lincoln I; Barch, Deanna M; Ndetei, David M

2013-06-01

Psychotic-like experiences (PLEs) have been observed worldwide in both adults and children outside the context of a clinical disorder. In the current study, we investigate the prevalence and patterns of PLEs among children and adolescents in Kenya. Among 1,971 students from primary and secondary schools around Nairobi (aged 8-19), 22.1 % reported a lifetime history of a psychotic experience, and 16.3 % reported this unrelated to sleep or drugs. Psychotic experiences were more common in males compared to females. LCA resulted in a three-class model comprised of a normative class (83.3 %), a predominately hallucinatory class (Type 1 psychosis: 9.6 %), and a pan-psychotic class (Type 2 psychosis: 7.2 %). These results indicate that PLEs are prevalent in children and adolescents, and the distributions of symptom clusters are similar to that found in adulthood. The relationship of specific PLEs to the future development of psychotic disorder, functional impairment or distress will require further study.

Cognitive Development in Bilingual and Monolingual Lower-Class Children.

ERIC Educational Resources Information Center

Myers, Barbara; Goldstein, David

1979-01-01

The cognitive development of lower-class English-speaking monolingual and English-Spanish speaking bilingual children in kindergarten, third, and sixth grades was compared by means of standard verbal and nonverbal measures. The verbal ability of bilingual children was assessed in both English and Spanish. Their scores in both languages were low.…

Features of Home Environments Associated with Children's School Success.

ERIC Educational Resources Information Center

Martini, Mary

1995-01-01

Examines middle-class child-rearing philosophies and practices and their effect on children's academic success. Suggests that middle-class parenting practices reflect a coherent set of cultural beliefs about the relation of the individual to the group and about the parents' role in bringing children into the group. Suggests that these beliefs…

Educators' Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms

ERIC Educational Resources Information Center

Lindsay, Sally; Proulx, Meghann; Thomson, Nicole; Scott, Helen

2013-01-01

Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within…

Social Class and Self-Esteem among Children and Adults

ERIC Educational Resources Information Center

Rosenberg, Morris; Pearlin, Leonard I.

1978-01-01

An analysis of two studies examining the relationship of social class to self-esteem. Two groups were involved, children ages eight to 18 and adults 18 to 65. Four principles of self-esteem development were advanced to account for the results. The principles were said to apply equally to adults and children. (BC)

Race, Class, and Religious Differences in the Social Networks of Children and Their Parents

ERIC Educational Resources Information Center

Hunter, Andrea G.; Friend, Christian A.; Williams-Wheeler, Meeshay; Fletcher, Anne C.

2012-01-01

The study is a qualitative investigation of mothers' perspectives about and their role in negotiating and developing intergenerational closure across race, class, and religious differences and their management of children's diverse friendships. Black and White mothers (n = 25) of third graders were interviewed about social networks, children's…

Children as Agents in Socializing Parents

ERIC Educational Resources Information Center

Devor, Geraldine M.

1970-01-01

Data analysis showed that the majority of mothers were conscious of their children's influence, and that there were no significant differences by race or social class but a strong tendency toward social class differences. (Author)

Bernie: Parts I [and] II. A Four-Year Psychoeducational Intervention in a Therapeutic Preschool and a Public School Class for Autistic Children.

ERIC Educational Resources Information Center

Wallick, Mollie Marcus; Boudreaux, Mary Verlander

Two teachers recount the 2 years they each spent teaching an autistic 9-year-old boy named Bernie. The first teacher reviews Bernie's life history, reporting the facts of his birth and followup examinations which revealed no medical abnormality. The teacher then describes her work with Bernie at the Therapeutic Nursery School. After an initial…

Preparing Pupils for Resident Outdoor Education: A Guide Based on Two Classes of 6th Grade Pupils. The Protestant School Board of Greater Montreal, January 1975.

ERIC Educational Resources Information Center

Mingie, Walter; And Others

The residential outdoor program involved 60 sixth grade students, divided into 5 groups, distributed as evenly as possible. Each group consisted of leaders, followers, and children with experience in the field and those without experience. Teachers were also divided into 5 groups, usually two or three working together. Each team of teachers chose…

Teaching Mathematics in Rudolf Steiner Schools for Classes I-VIII. How To Become Imaginative and Holistic. Volume 1, Up to Age 14.

ERIC Educational Resources Information Center

Jarman, Ron

This book aims to present helpful, practical ideas and suggestions for mathematics teaching. Focus is on how teaching can be developed in a Rudolf Steiner (Waldorf) School and includes treatment of mathematical topics applicable to the 7-14 age group. Suggestions for curriculum and examples for children to work on are presented with a very wide…

Achievers, Confidence-Builders, Advocates, Relationship-Developers and System-Changers: What "Making a Difference" Means to Those Who Work with Children with Special Educational Needs -- A Typology of Rewards

ERIC Educational Resources Information Center

Mackenzie, Suzanne

2013-01-01

Previous research on the rewards found that teachers gain satisfaction in a sense of vocation, "making a difference", and the emotional rewards of "care" and "love", especially in whole-class teaching. The meaning of "making a difference" often remains unexplored however, and this article is an attempt to…

Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

PubMed

da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

2017-01-01

To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

A comparison of dental caries levels in two communities with different oral health prevention strategies stratified in different social classes.

PubMed

Sagheri, Darius; McLoughlin, Jacinta; Clarkson, John J

2007-01-01

To compare dental caries levels of schoolchildren stratified in different social classes whose domestic water supply had been fluoridated since birth (Dublin) with those living in an area where fluoridated salt was available (Freiburg). A representative, random sample of twelve-year-old children was examined and dental caries was recorded using World Health Organization criteria. A total of 699 twelve-year-old children were examined, 377 were children in Dublin and 322 in Freiburg. In Dublin the mean decayed, missing, and filled permanent teeth (DMFT) was 0.80 and in Freiburg it was 0.69. An examination of the distribution of the DMFT score revealed that its distribution is highly positively skewed. For this reason this study provides summary analyses based on medians and inter-quartile range and nonparametric rank sum tests. In both cities caries levels of children in social class 1 (highest) were considerably lower when compared with the other social classes regardless of the fluoride intervention model used. The caries levels showed a reduced disparity between children in social class 2 (medium) and 3 (lowest) in Dublin compared with those in social class 2 and 3 in Freiburg. The evidence from this study confirmed that water fluoridation has reduced the gap in dental caries experience between medium and lower social classes in Dublin compared with the greater difference in caries experience between the equivalent social classes in Freiburg. The results from this study established the important role of salt fluoridation where water fluoridation is not feasible.

[The productive sector].

PubMed

Santolaria, Encarna; Fernández, Alberto; Daponte, Antonio; Aguilera, I

2004-05-01

In the last 25 years, the production sector in Spain has undergone important changes. Among these changes, the important growth of the services sector at the expense of the primary sector, the increasing flexibility of the labour market, and the rise in the female workforce could be considered as the most relevant ones. Spanish women have higher rates of unemployment, temporary jobs and part time contracts than Spanish men. Moreover, job access and work conditions are highly related to gender and social class. Because women are forced to compensate for the scarcity of social services for caring for young children and for dependent elderly, they become informal and socially unrecognised caregivers, preventing them from getting or holding a job, and significantly limiting their opportunities for professional development. These social conditions are closely related with the fact that work conditions for women involve higher temporality rates and shorter contracts than those of men, given the sectors and jobs in which they tend to work (due to segregation). Similarly, workers of the less privileged social classes have poorer work conditions. Thus, women of the lower income class are mainly suffering the worst job contracts and the poorest work conditions. More social services are needed to make it possible to attend to family needs and still be able to access and maintain a job contract. Policies tending to conciliate labour and family life are indispensable and should incorporate measures to equally distribute the house keeping activities between women and men.

Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

PubMed

Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

2015-12-01

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

Perceived impact on student engagement when learning middle school science in an outdoor setting

NASA Astrophysics Data System (ADS)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Supportive Services for Socially Maladjusted Children in Regular Schools. Evaluation of New York City Title I Educational Projects, 1966-67.

ERIC Educational Resources Information Center

Williams, Thelma M.

Evaluated are several programs for socially maladjusted public school children. These supportive services are an Early Identification Program, Junior Guidance classes, Special Guidance classes, and Career Guidance classes. Assessment focused on implementation of the Board of Education's plan to augment special services in these programs, and on…

Ten adaptive strategies for family and work balance: advice from successful families.

PubMed

Haddock, S A; Zimmerman, T S; Ziemba, S J; Current, L R

2001-10-01

Despite negative media images and social dynamics insensitive to the lives of many dual-career couples, research shows that these families are largely healthy and thriving. In this study, we investigated the adaptive strategies of middle-class, dual-earner couples (N = 47) with children that are successfully managing family and work. Guided by grounded-theory methodology, analysis of interview data revealed that these successful couples structured their lives around 10 major strategies: Valuing family, striving for partnership, deriving meaning from work, maintaining work boundaries, focusing and producing at work, taking pride in dual earning, prioritizing family fun, living simply, making decisions proactively, and valuing time. Each adaptive strategy is defined and illustrated through the participants' own words. Clinical applications for therapists working with dual-earner couples are offered.

Social Service Utilisation Patterns among Children with Mild Intellectual Disability--Differences between Children Integrated into Mainstream Classes and Children in Self-Contained Classes

ERIC Educational Resources Information Center

Olsson, Lena M.; Elgmark Andersson, Elisabeth; Granlund, Mats; Huus, Karina

2015-01-01

Background: Children with a mild intellectual disability (ID) and their families often require social services; however, because of the characteristics of the formal service system, these families may be at risk of not receiving necessary services. The aim of this study was to obtain knowledge regarding the types and number of services that…

Sleep variability and fatigue in adolescents: Associations with school-related features.

PubMed

Matos, M G; Gaspar, T; Tomé, G; Paiva, T

2016-10-01

This study aims to evaluate the influences of sleep duration and sleep variability (SleepV), upon adolescents' school-related situations. The Health Behaviour in School-Aged Children (HBSC) survey is based on a self-completed questionnaire. The participants were 3164 pupils (53.7% girls), attending the 8th and 10th grades, 14.9 years old, and were inquired about subjective sleep duration during the week and weekends, SleepV, fatigue, difficulties in sleep initiation, school achievement, feelings towards schools, pressure with school work and skipping classes. Multiple regression models used, as dependent variables: (a) school achievement, (b) disliking school, (c) pressure with school work and (d) skipping classes, using as independent variables, each of the remaining school-related variables, fatigue, total sleep duration and difficulties in sleep initiation. The average sleep duration in the week and during weekdays was lower than recommended for these age groups, and almost half of students had high SleepV between weekdays and weekends. A logistic model revealed that the absence of SleepV was associated with lower perception of school work pressure, less frequent skipping classes, more infrequent fatigue and more infrequent difficulties in sleep initiation. Poor sleep quality, SleepV and insufficient sleep duration affected negatively school-related variables. © 2015 International Union of Psychological Science.

Interventions to prevent overweight in children.

PubMed

Müller, M J; Danielzik, S; Landsberg, B; Pust, S

2006-07-01

There are only few controlled studies on prevention of overweight in children and adolescence. These studies differ with respect to strategy, setting, duration, focus, variables of outcome and statistical power. Universal and school-based interventions show some improvement of health knowledge and health-related behaviours but they have only minor or no effects on nutritional status. However they reduce the incidence of overweight. The effects seem to be more pronounced in girls than in boys. Children of middle and high class as well as children with intact families benefit better from intervention than children with low socioeconomic status. Selected prevention in overweight children was most successful when children were treated together with their parents. However there are social barriers limiting the success. Simple interventions in a single area are unlikely to work on their own. The development of effective preventive interventions likely require strategies that affect multiple settings simultaneously. At present there is no concerted action but many strategies are followed in isolation. There is need for national campaigns and action plans on childhood overweight and obesity. It is tempting to speculate that this will also increase the effects of isolated approaches.

Longitudinal Patterns of Health Insurance Coverage Among a National Sample of Children in the Child Welfare System

PubMed Central

Raghavan, Ramesh; Aarons, Gregory A.; Roesch, Scott C.; Leslie, Laurel K.

2008-01-01

Objectives. We sought to describe health insurance coverage over time among a national sample of children who came into contact with child welfare or child protective services agencies. Methods. We used data from 4 waves of the National Survey of Child and Adolescent Well-Being to examine insurance coverage among 2501 youths. Longitudinal insurance trajectories were identified using latent class analyses, a technique used to classify individuals into groupings of observed variables, and survey-weighted logistic regression was used to identify variables associated with class membership. Results. We identified 2 latent insurance classes—1 contained children who gained health insurance, and the other contained children who stably maintained coverage over time. History of sexual abuse, and race/ethnicity other than White, Black, and Hispanic, were associated with membership in the “gainer” class. Foster care placement and poorer health status were associated with membership in the “maintainer” class. Caregiver characteristics were not associated with class membership. Conclusions. The majority of children in child welfare had stable health insurance coverage over time. Given this vulnerable population’s dependence upon Medicaid, protection of existing entitlements to Medicaid is essential to preserve their stable insurance coverage. PMID:18235059

Children Working with Text in Science: disparities with 'Literacy Hour' practice

NASA Astrophysics Data System (ADS)

Peacock, Alan; Weedon, Helen

2002-02-01

The National Literacy Strategy (NLS) provides a coherent plan of what and how children should be taught about non-fiction text. Nevertheless, the difficulties that children actually experience when using science texts are not fully addressed: in particular, the use and interpretation of the visual elements of science text is given limited attention in the prescriptions for teaching the 'Literacy Hour'. Such disparities identified by prior research and by a content analysis of the NLS Framework Document are considered alongside evidence of the difficulties encountered by a class of Year 5 pupils working with a range of non-fiction texts during science lessons. Pupils' text use is studied through observations and interviews with children, through interviews with their teachers and through a questionnaire about text use strategies. The findings suggest that (1) the pupils experienced considerable difficulty in making sense of the science content of non-fiction text, particularly in terms of interpretation of visual elements and their links to written text and (2) use of retrieval strategies taught during the Literacy Hour was not transferred to learning from text during science lessons. The study proposes closer planning of text use in science and literacy lessons.

GUIDELINES FOR IMPLEMENTATION OF THE PILOT PROGRAM FOR EMOTIONALLY DISTURBED CHILDREN. A SUPPLEMENT TO THE STATE PLAN FOR SPECIAL EDUCATION.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

IN 1965-66, 14 SCHOOL DISTRICTS ESTABLISHED 20 CLASSES IN SCHOOLS, MENTAL HEALTH CENTERS, AND HOSPITALS FOR EMOTIONALLY DISTURBED CHILDREN (AGES 6 THROUGH 17). OUTLINED WERE DEFINITIONS AND CHARACTERISTICS OF EMOTIONALLY DISTURBED CHILDREN, PURPOSES OF THE PROGRAM, MINIMUM PLANT FACILITIES, RELATED PERSONNEL, ELIGIBILITY REQUIREMENTS, CLASS SIZE…

Children's Perceptions of National Identity in Wales

ERIC Educational Resources Information Center

Murphy, Alison; Laugharne, Janet

2013-01-01

The project forms part of a larger doctoral study which examines children's perceptions of national identity and its construction and importance in the world of the child in Wales. The research took place in a primary school class in the South Wales valleys, in a class of 27 children aged 7-8 years. Following an introductory activity, children…

"Where I'm From": Utilizing Place-Based Pedagogy and Multimodal Literacy in a Graduate Children's Literature Class

ERIC Educational Resources Information Center

Bemmett, Stephanie M.

2016-01-01

In this study, I examined integrating place-based education pedagogy and multimodal literacies into a graduate level children's literature class. The findings suggest including place-based education pedagogy allows middle level graduate students to connect to geographically-based children's literature. The findings also propose that incorporating…

Kindness in the Kindergarten: A Multidimensional Program for Facilitating Altruism.

ERIC Educational Resources Information Center

Murray, John P.; Ahammer, Inge M.

This study compares the effectiveness of four experimental training programs designed to foster altruism in kindergarten children. Subjects were 97 children 4-5 years of age in six preschool classes. The children were assigned as a class to one of the six training and control conditions. The four training conditions were: (1) role playing; (2)…

The "Space" of Friendship: Young Children's Understandings and Expressions of Friendship in a Reception Class

ERIC Educational Resources Information Center

Papadopoulou, Marianna

2016-01-01

The purpose of this study has been to explore young children's understandings and experiences of friendship as these manifested in children's behaviours, in a reception class setting. Drawing on an evolutionary, ecological framework, friendship is seen as not only the expression and further development of social understandings and cognitive…

Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings

ERIC Educational Resources Information Center

Strain, Phillip S.

2017-01-01

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…

Four-Year Follow-Up of Children in the LEAP Randomized Trial: Some Planned and Accidental Findings

ERIC Educational Resources Information Center

Strain, Phillip S.

2017-01-01

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…

CASE STUDIES OF CHILDREN'S THINKING ABOUT SOCIAL PHENOMENA.

ERIC Educational Resources Information Center

GRANNIS, JOSEPH C.

THE RELATIONSHIP BETWEEN THE LEARNING OF LAW BY INDIVIDUAL CHILDREN IN A SOCIAL STUDIES SETTING AND THE THINKING THEY BROUGHT TO THE INSTRUCTIONAL SITUATION WAS EXPLORED. ASPECTS OF CIVIL LAW AND THE LITIGATION PROCESS WERE TAUGHT AND STUDIED FOR 20 HOURS IN TWO SIXTH-GRADE CLASSES. FIVE CHILDREN IN EACH CLASS HAD BEEN SELECTED IN ADVANCE FOR…

Food Choices and Consequences for the Nutritional Status: Insights into Nutrition Transition in an Hospital Community

PubMed Central

Piple, Jitendra; Gora, Ranjeet; Purbiya, Pragati; Puliyel, Ashish; Chugh, Parul; Bahl, Pinky; Puliyel, Jacob

2015-01-01

Introduction Although economic development is generally accompanied by improvements in the overall nutritional status of the country’s population the ‘nutritional transition’ often involves a shift to high energy diets and less exercise with negative consequences. This pilot study was done to examine if education of parents operates at the household level to influence dietary choices and the nutritional status of children in a small community of hospital workers. Material and Methods 3 groups of persons with varying skill and education levels participated. Weighed food logs were used in all households to calculate ‘adult equivalent’ per-capita-consumption. Nutrients were calculated using nutrients calculator software. BMI was used to classify children as underweight, normal weight and overweight. Results 128 individuals participated from 30 families included 47 children. 10 children (21%) were underweight, 29 (62%) were normal and 8 (17%) were overweight. Energy consumption was highest in families with overweight children 2692 +/-502 compared to 2259 +/-359 in families with normal weight and 2031+/-354 in the family of underweight children. These differences were statistically significant. 42% underweight children belonged to Class 1 at the lowest skill level and there were no overweight children in this group. Most of the overweight children belonged to Class 2. In Class 3 there were no underweight children and the majority was normal weight children. Conclusion Underweight children came from the poorer households. Per capita intake of the family as a whole correlated well with BMI in the children. There was increased obesity in middle income families belonging to Class 2—probably in families who move up the scale from deprivation. Nutritional status in children correlated mostly with maternal education status. PMID:26559817

Food Choices and Consequences for the Nutritional Status: Insights into Nutrition Transition in an Hospital Community.

PubMed

Piple, Jitendra; Gora, Ranjeet; Purbiya, Pragati; Puliyel, Ashish; Chugh, Parul; Bahl, Pinky; Puliyel, Jacob

2015-01-01

Although economic development is generally accompanied by improvements in the overall nutritional status of the country's population the 'nutritional transition' often involves a shift to high energy diets and less exercise with negative consequences. This pilot study was done to examine if education of parents operates at the household level to influence dietary choices and the nutritional status of children in a small community of hospital workers. 3 groups of persons with varying skill and education levels participated. Weighed food logs were used in all households to calculate 'adult equivalent' per-capita-consumption. Nutrients were calculated using nutrients calculator software. BMI was used to classify children as underweight, normal weight and overweight. 128 individuals participated from 30 families included 47 children. 10 children (21%) were underweight, 29 (62%) were normal and 8 (17%) were overweight. Energy consumption was highest in families with overweight children 2692 +/-502 compared to 2259 +/-359 in families with normal weight and 2031+/-354 in the family of underweight children. These differences were statistically significant. 42% underweight children belonged to Class 1 at the lowest skill level and there were no overweight children in this group. Most of the overweight children belonged to Class 2. In Class 3 there were no underweight children and the majority was normal weight children. Underweight children came from the poorer households. Per capita intake of the family as a whole correlated well with BMI in the children. There was increased obesity in middle income families belonging to Class 2-probably in families who move up the scale from deprivation. Nutritional status in children correlated mostly with maternal education status.

Development and results of a new methodology to perform focus group with preschool children on their beliefs and attitudes on physical activity.

PubMed

Cammisa, Maria; Montrone, Rosa; Caroli, Margherita

2011-10-01

The aim of this study is to develop and test a method to perform focus groups (FGs) and to elicit the subjective views of preschool-age children on physical activity and perceived kindergarten barriers to practice it. FGs have been held in three different kindergarten classes with 49 children who were 4-5 years old. Children were asked to draw themselves in their preferred way of playing and were asked few questions about their drawings to understand their behaviours and ideas. In class A and B, 67% and 75% of the children, respectively, drew sedentary plays (table and impersonation games). Children referred that the main obstacle to perform active games outside home/kindergarten was the parents' and teachers' perceived risk that they could be hurt or catch a cold. The children would like to have more table games in the kindergarten. 81% of children in class C drew active group games. All these children were well satisfied with their kindergarten environment and did not refer to any adults' fear regarding active play. This class teacher spent a lot of time to develop children's motor abilities through active games and often used the garden to let the children to play freely. The use of drawings to understand children's habits on physical activity has turned out to be a reliable and easy tool in preschool children. The different results obtained in the two children groups show the need to change the beliefs and the behaviours of teachers and parents who seem to be non-architectural "invisible" barriers to be knocked down. This protocol has been developed by ASL Brindisi within the framework of PERISCOPE's objective to develop new methodologies.

Interventions for Primary School Children With Difficulties in Mathematics.

PubMed

Dowker, Ann

2017-01-01

Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Interventions discussed here include those involving peer tuition and group collaboration; those involving board and computer games; and those that involve assessing children's strengths and weaknesses in different components of mathematics; and targeting remedial activities to the assessed weaknesses. Most of the interventions discussed in this chapter specifically involve mathematics (usually mainly arithmetic), but there is also some discussion of attempts to improve mathematics by training children in domain-general skills, including Piagetian operations, metacognition, and executive functions. © 2017 Elsevier Inc. All rights reserved.

Profile of children placed in residential psychiatric program: Association with delinquency, involuntary mental health commitment, and reentry into care.

PubMed

Yampolskaya, Svetlana; Mowery, Debra; Dollard, Norín

2014-05-01

This study examined characteristics and profiles of youth receiving services in 1 of Florida's Medicaid-funded residential mental health treatment programs--State Inpatient Psychiatric Program (SIPP)--between July 1, 2004, and June 30, 2008 (N=1,432). Latent class analysis (LCA) was used to classify youth, and 3 classes were identified: Children With Multiple Needs, Children With No Caregivers, and Abused Children With Substantial Maltreatment History. The results of LCA showed that Children With Multiple Needs experienced the greatest risk for adverse outcomes. Compared with youth in the other 2 classes, these children were more likely to get readmitted to SIPP, more likely to become involved with the juvenile justice system, and more likely to experience involuntary mental health assessments. Implications of the findings are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved

"He Was a Bit of a Delicate Thing": White Middle-Class Boys, Gender, School Choice and Parental Anxiety

ERIC Educational Resources Information Center

Williams, Katya; Jamieson, Fiona; Hollingworth, Sumi

2008-01-01

This paper examines the impact of gender on white middle-class parents' anxiety about choosing inner-city comprehensives and their children's subsequent experiences within school, particularly in relation to social mixing. Drawing on interview data from an ESRC funded study of white middle-class parents whose children attend inner-city…

Languages Discourses in Australian Middle-Class Schools: Parent and Student Perspectives

ERIC Educational Resources Information Center

Wright, Jan; Cruickshank, Ken; Black, Stephen

2018-01-01

Much of the literature on social class and language study in schools argues that for middle-class parents and their children, languages are chosen for their capacity to offer forms of distinction that provide an edge in the global labour market. In this paper, we draw on data collected from interviews with parents and children in middle-class…

Children's Response to School Related to Social Class, Attitude, Intelligence and Creativity.

ERIC Educational Resources Information Center

Freeman, Joan B.

1978-01-01

Results of attitude, intelligence, and creativity tests administered to 180 children, ages 10-11, indicate that school attitude is not significantly related to intelligence, creativity, sex, achievement, school attended, or class attended. (CP)

Integration of Research Into Science-outreach (IRIS): A Video and Web-based Approach

NASA Astrophysics Data System (ADS)

Clay, P. L.; O'Driscoll, B.

2013-12-01

The development of the IRIS (Integration of Research Into Science-outreach) initiative is aimed at using field- and laboratory- based videos and blog entries to enable a sustained outreach relationship between university researchers and local classrooms. IRIS seeks to communicate complex, cutting-edge scientific research in the Earth and Planetary sciences to school-aged children in a simple and interesting manner, in the hope of ameliorating the overall decline of children entering into science and engineering fields in future generations. The primary method of delivery IRIS utilizes is the media of film, ';webinars' and blog entries. Filmed sequences of laboratory work, field work, science demos and mini webinars on current and relevant material in the Earth and Planetary sciences are ';subscribed' to by local schools. Selected sequences are delivered in 20-30 minute film segments with accompanying written material. The level at which the subject matter is currently geared is towards secondary level school-aged children, with the purpose of inspiring and encouraging curiosity, learning and development in scientific research. The video broadcasts are supplemented by a hands-on visit 1-2 times per year by a group of scientists participating in the filmed sequences to the subscribing class, with the objective of engaging and establishing a natural rapport between the class and the scientists that they see in the broadcasts. This transgresses boundaries that traditional 'one off' outreach platforms often aren't able to achieve. The initial results of the IRIS outreach initiative including successes, problems encountered and classroom feedback will be reported.

Psychosocial aspects of women's lives: work, family, and life cycle issues.

PubMed

Shrier, Diane K

2003-09-01

Over the past century and continuing to evolve into the twenty-first century, there have been dramatic changes in work and personal/family lives within the United States. These changes, though strongly affecting men and children, have impacted most dramatically on women's lives, particularly white, middle-class women. Psychiatrists and other mental health clinicians need to be aware of the scope and nature of these changes and to recognize that their own personal experiences and values might differ from those of women of different generations as well as different socioeconomic and cultural backgrounds.

The influence of ethnicity, social class, and context on judgments about U.S. women.

PubMed

Lott, Bernice; Saxon, Susan

2002-08-01

In 2 studies, the authors investigated impression formation as influenced by category-based stereotypes associated with ethnicity and social class. The participants in Study I made judgments about 1 target woman, described as interested in running for office in the Parent Teacher Organization (PTO) of her children's school. The hypothetical woman was presented to the respondents along with her photograph and information about her ethnic background (Anglo-Saxon, Latina, or Jewish) and occupation (middle class or working class). In Study 2, the authors changed the context and presented a younger target woman (also varied by ethnicity and social class) to the respondents as the new girlfriend of their older brother or cousin. In both studies, judgments were assessed by the participants' responses to 45 bipolar adjectives that, in each case, yielded 8 component factors. In both hypothetical contexts, social class was a powerful trigger for a variety of negative expectations: With respect to ethnicity, the Latina women were judged to be more unsuitable for the job of PTO vice president than were the Anglo-Saxon or Jewish women. The authors discussed potential psychological and social consequences of such category-based judgments.

How 'core' are motor timing difficulties in ADHD? A latent class comparison of pure and comorbid ADHD classes.

PubMed

van der Meer, Jolanda M J; Hartman, Catharina A; Thissen, Andrieke J A M; Oerlemans, Anoek M; Luman, Marjolein; Buitelaar, Jan K; Rommelse, Nanda N J

2016-04-01

Children with attention-deficit/hyperactivity disorder (ADHD) have motor timing difficulties. This study examined whether affected motor timing accuracy and variability are specific for ADHD, or that comorbidity with autism spectrum disorders (ASD) contributes to these motor timing difficulties. An 80-trial motor timing task measuring accuracy (μ), variability (σ) and infrequent long response times (τ) in estimating a 1-s interval was administered to 283 children and adolescents (8-17 years) from both a clinic and population based sample. They were divided into four latent classes based on the SCQ and L data. These classes were: without behavioral problems 'Normal-class' (n = 154), with only ADHD symptoms 'ADHD-class' (n = 49), and two classes with both ASD and ADHD symptoms; ADHD(+ASD)-class (n = 39) and ASD(+ADHD)-class (n = 41). The pure ADHD-class did not deviate from the Normal class on any of the motor timing measures (mean RTs 916 and 925 ms, respectively). The comorbid ADHD(+ASD) and ASD(+ADHD) classes were significantly less accurate (more time underestimations) compared to the Normal class (mean RTs 847 and 870 ms, respectively). Variability in motor timing was reduced in the younger children in the ADHD(+ASD) class, which may reflect a tendency to rush the tedious task. Only patients with more severe behavioral symptoms show motor timing deficiencies. This cannot merely be explained by high ADHD severity with ASD playing no role, as ADHD symptom severity in the pure ADHD-class and the ASD(+ADHD) class was highly similar, with the former class showing no motor timing deficits.

Objectively measured physical activity level during a physical education class: a pilot study with Swedish youth.

PubMed

Raustorp, Anders; Boldemann, Cecilia; Johansson, Maria; Mårtensson, Fredrika

2010-01-01

The aim of this study is to advance our knowledge of the contribution of a typical physical education (PE) class to children's daily physical activity. The pilot project is a part of a survey study comprising 11 fourth grader classes (250 pupils). One class of 19 pupils (9 girls) participated in the pilot study. Daily step counts were measured by Yamax pedometers during four consecutive weekdays. During PE class, the participants wore a second pedometer and an Actigraph GT1M accelerometer. The total average step count during PE class was 2512, average 74 steps/min. The counts for the whole day were 16668, and 19 steps/min respectively. The total share of moderate-vigorous physical activity (MVPA) of the PE class was 50.4% (52.5% and 48.3% for boys and girls respectively). There was an inverse correlation between daily mean step count and contribution of PE class step to daily mean step (r = -0.64, p = .003). The contribution of PE class to MVPA was in high in both boys and girls. Considering the suggested independent role of physical fitness for cardiovascular health in children, the PE class must be seen as an important health factor, especially for otherwise inactive children.

The Effects of Verbal Reward on the Behavior of Children in the Primary Grades at a Cognitive Task Typical of the New Elementary Science Curricula.

ERIC Educational Resources Information Center

Lawlor, Francis Xavier

The subjects used in this study were 202 second grade pupils, representing the entire population from nine classrooms in four school buildings all located in a middle-class town. Treatment conditions were used which modeled reward conditions: (1) a neutral, no-overt-reward condition in which the tester quietly observed the subject working at the…

The Benefits of Interactive Read-Alouds to Address Social-Emotional Learning in Classrooms for Young Children

ERIC Educational Resources Information Center

Britt, Shelby; Wilkins, Julia; Davis, Jessica; Bowlin, Amy

2016-01-01

In this article, we describe how books addressing social-emotional topics can be used by teachers of young children during class read-alouds to enhance students' social-emotional development. Teachers of young children typically choose books for class read-alouds based on curriculum topics and student interest; however, they may not be aware of…

Moral Judgment in Children: Their Responses to Children's Literature Examined Against Piaget's Stages of Moral Development.

ERIC Educational Resources Information Center

Weiger, Myra

Three stories were presented via audiovisual media to each of three classes in grade two, three classes in grade four, and three in grade six. Children were interviewed individually after the presentations and were asked which misdemeanor in the stories was naughtiest, whether the punishment was fair, what punishment would be fair, and why.…

The Socio-Emotional Needs of Children with Dyslexia in Different Educational Settings in Ireland

ERIC Educational Resources Information Center

Casserly, Ann Marie

2013-01-01

This paper reports on a four-year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio-emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings…

Early Education Teachers' Conceptualizations and Strategies for Managing Closeness with the Class in Child Care

ERIC Educational Resources Information Center

Quan-McGimpsey, Sharon; Marziliano, Sarah Carmen; Hassen, Trevor Gregory; Brown, Allison Sandra; Kuczynski, Leon

2015-01-01

This study investigated teachers' experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class.…

The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

PubMed

Zeidner; Schleyer

1999-10-01

This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

Patterns of sun protective behaviors among Hispanic children in a skin cancer prevention intervention.

PubMed

Miller, Kimberly A; Huh, Jimi; Unger, Jennifer B; Richardson, Jean L; Allen, Martin W; Peng, David H; Cockburn, Myles G

2015-12-01

Invasive melanoma is becoming more common in U.S. Hispanics, yet little is known about the sun protection behaviors in this population, particularly children and adolescents who incur high ultraviolet (UV) exposures. We used latent class analysis to examine patterns of sun protective behaviors in a cross-sectional survey of Hispanic elementary students participating in a sun safety intervention in Los Angeles from 2013- to 2014 (N=972). Five behavior indicators in two environments (school and home) representing multiple methods of sun protection were selected for the model. Results suggested a four-class model best fit the data. Classes were labeled in order of increasing risk as multiple protective behaviors (28%), clothing and shade (32%), pants only (15%), and low/inconsistent protective behaviors (25%). Children who reported high parental engagement with sun protection were significantly more likely to be classified in high overall protective categories (odds ratio (OR)=4.77). Girls were more likely than boys to be classified in the highest protecting class (OR=3.46), but were also more likely to be in the "pants only" class (OR=2.65). Sensitivity to sunburn was associated with less likelihood of being in the "clothing and shade" class (OR=0.53). The differences among these classes and their predictors reveal the heterogeneity and complexity of Hispanic children's sun protective behaviors. These findings have implications for the design and delivery of future sun protection interventions targeting Hispanic children, as strategies tailored to specific subgroups may be more effective in achieving meaningful behavioral changes. Copyright © 2015 Elsevier Inc. All rights reserved.

Experience dans une classe d'immersion francaise aux Milles-Iles (An Experience in a French Immersion Class in Mille-Iles)

ERIC Educational Resources Information Center

Pariseau, Cecile

1978-01-01

A description of an immersion program for 6-year-old anglophone children modeled on "les classes d'accueil" for immigrant children. The program of intensive instruction in oral and written French is outlined. This school district has found this type of immersion superior to the usual kind. (The text is in French.) (AMH)

Indian Middle Class Makes Mission Out of Sending Children to College: Primary Focus on Engineering, Medical Studies

ERIC Educational Resources Information Center

Honawar, Vaishali

2005-01-01

In India, putting a child through engineering or medical college is, for many middle-class families, a life's mission in a way that is almost unknown in the United States. Though middle-class families in India have long steered their children into professions like engineering and medicine, the trend has taken off over the past decade. It's been…

Characterizing Health Disparities in the Age of Autism Diagnosis in a Study of 8-Year-Old Children

ERIC Educational Resources Information Center

Parikh, Chandni; Kurzius-Spencer, Margaret; Mastergeorge, Ann M.; Pettygrove, Sydney

2018-01-01

The diagnosis of autism spectrum disorder (ASD) is often delayed from the time of noted concerns to the actual diagnosis. The current study used child- and family-level factors to identify homogeneous classes in a surveillance-based sample (n = 2303) of 8-year-old children with ASD. Using latent class analysis, a 5-class model emerged and the…

Intersections of Ethnicity and Social Class in Provider Advice Regarding Reproductive Health

PubMed Central

Downing, Roberta A.; LaVeist, Thomas A.; Bullock, Heather E.

2007-01-01

Objectives. We examined how ethnicity and social class influence women’s perceptions of reproductive health care. Of primary interest was assessing whether health care providers are perceived as advising low-income women, particularly women of color, to limit their childbearing and to what extent they feel they are discouraged by providers from having future children. Methods. Ethnically diverse, low-income (n=193) and middle-class women (n=146) completed a questionnaire about their pregnancy-related health care experiences. Results. Logistic regression analyses revealed that low-income women of color experienced greater odds of being advised to limit their childbearing than did middle-class White women. A separate model demonstrated that low-income Latinas reported greater odds of being discouraged from having children than did middle-class White women. Conclusions. Low-income women of color were more likely to report being advised to limit their childbearing and were more likely to describe being discouraged from having children than were middle-class White women. More research is needed regarding how ethnicity and social class impact women’s experiences with reproductive health care. PMID:17761569

Co-occurrence and clustering of health conditions at age 11: cross-sectional findings from the Millennium Cohort Study

PubMed Central

Hesketh, Kathryn R; Fagg, James; Muniz-Terrera, Graciela; Law, Catherine; Hope, Steven

2016-01-01

Objectives To identify patterns of co-occurrence and clustering of 6 common adverse health conditions in 11-year-old children and explore differences by sociodemographic factors. Design Nationally representative prospective cohort study. Setting Children born in the UK between 2000 and 2002. Participants 11 399 11-year-old singleton children for whom data on all 6 health conditions and sociodemographic information were available (complete cases). Main outcome measures Prevalence, co-occurrence and clustering of 6 common health conditions: wheeze; eczema; long-standing illness (excluding wheeze and eczema); injury; socioemotional difficulties (measured using Strengths and Difficulties Questionnaire) and unfavourable weight (thin/overweight/obese vs normal). Results 42.4% of children had 2 or more adverse health conditions (co-occurrence). Co-occurrence was more common in boys and children from lower income households. Latent class analysis identified 6 classes: ‘normative’ (57.4%): ‘atopic burdened’ (14.0%); ‘socioemotional burdened’ (11.0%); ‘unfavourable weight/injury’ (7.7%); ‘eczema/injury’ (6.0%) and ‘eczema/unfavourable weight’ (3.9%). As with co-occurrence, class membership differed by sociodemographic factors: boys, children of mothers with lower educational attainment and children from lower income households were more likely to be in the ‘socioemotional burdened’ class. Children of mothers with higher educational attainment were more likely to be in the ‘normative’ and ‘eczema/unfavourable weight’ classes. Conclusions Co-occurrence of adverse health conditions at age 11 is common and is associated with adverse socioeconomic circumstances. Holistic, child focused care, particularly in boys and those in lower income groups, may help to prevent and reduce co-occurrence in later childhood and adolescence. PMID:27881529

Social adjustment of children with cerebral palsy in mainstream classes: peer perception.

PubMed

Nadeau, Line; Tessier, Réjean

2006-05-01

The aim of this study was to describe the social experience of children with cerebral palsy (CP) in mainstream classes in Canada and compare it with that of their classmates without disability. The CP group included 25 females and 35 males (mean age 10 y 5 mo [SD 0.95], range 10 y 4 mo-10 y 10 mo) diagnosed as having hemiplegia (n=44) or diplegia (n=16) and classified as Level I on the Gross Motor Function Classification System (GMFCS). Fifty-seven comparison children, born at term and without any motor and/or sensory impairment, were recruited from the classes of the children with CP during a school visit (mean age 10 y 3 mo, [SD 1.0], range 10 y-10 y 6 mo). They were matched to children with CP for sex, age, parents' education level, and family income. Social adjustment measures (social status, reciprocated friendships, social isolation, aggression, sociability/leadership, and verbal and/or physical victimization) were obtained by conducting a class-wide sociometric interview (n=943) in the classes of the children with CP. Findings showed that children with CP (specifically females with CP and irrespective of their type of disability) had fewer reciprocated friendships, exhibited fewer sociable/leadership behaviours, and were more isolated and victimized by their peers than their classmates without a disability. This seems to suggest that females and males with CP are perceived differently from their peers in a mainstreaming context. The discussion addresses the issue of age- and sex-related differences and provides avenues of intervention relating to personal and environmental factors that could facilitate or interfere with the social experience of children with CP in a mainstream environment.

Using latent class analysis to identify academic and behavioral risk status in elementary students.

PubMed

King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

2016-03-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Divorce and marital equality in Orizaba, Mexico, 1915-1940.

PubMed

Swedberg, Gregory

2009-01-01

Mexico's legalization of divorce in 1917 generated tension in working-class communities such as Orizaba between traditional forms of gender relations that afforded men the right to control and discipline their wives and budding legal opportunities that provided women the opportunity to question their husbands' familial power. The state's legal reforms and its emphasis on protecting women and children were not, however intended to create equality between husbands and wives. Rather; officials believed that new laws would enable women to carry out their familial responsibilities more effectively. Nonetheless, mothers and wives were quick to understand how their ability to challenge their husbands' power overlapped with the state's mission to protect women and their children.

Examining elementary students' perceptions of engineers

NASA Astrophysics Data System (ADS)

Oware, Euridice A.

There has been a national focus on improving K-12 Science, Technology, Engineering, and Mathematics (STEM) education. The integration of engineering education from kindergarten through high school (K-12) has been identified as key to sustaining the U.S. economy and standard of living. Misconceptions about the nature of engineering may deter children from even considering this profession. Currently, there are few research studies on young children's perceptions of engineers, and such research can be used to support children along STEM pathways. The purpose of this research was to investigate elementary students' perceptions of engineers for children enrolled in a gifted and talented outreach program. Participants included students enrolled in two structural engineering classes: one for 3rd and 4th graders and another for 5th and 6th grade students. Participants represented an age group that is not typically exposed to engineering. This research was framed within a constructivist theoretical framework, and qualitative research methods were utilized to develop a rich understanding of the perspectives of students enrolled in the engineering classes. Data collection included student pre- and post-questionnaires, Draw-an-Engineer tasks, and semi-structured interviews. Data analysis entailed the use of open and axial coding. Trustworthiness of data was determined through triangulation of multiple data sources. Results demonstrated how children describe the work of engineers, objects associated with engineering, tools used or created by engineers, and professional characteristics of engineers. In addition, images of engineers were discussed and influences on students' perceptions of engineers were identified. The findings of this study have implications for the development of formal and informal K-12 curricula and programs that focus on improving students' understanding and engagement in engineering. Implications for researchers interested in studying children's perceptions were also discussed.

Sleep schedules and school performance in Indigenous Australian children.

PubMed

Blunden, Sarah; Magee, Chris; Attard, Kelly; Clarkson, Larissa; Caputi, Peter; Skinner, Timothy

2018-04-01

Sleep duration and sleep schedule variability have been related to negative health and well-being outcomes in children, but little is known about Australian Indigenous children. Data for children aged 7-9 years came from the Australian Longitudinal Study of Indigenous Children and the National Assessment Program-Literacy and Numeracy (NAPLAN). Latent class analysis determined sleep classes taking into account sleep duration, bedtimes, waketimes, and variability in bedtimes from weekdays to weekends. Regression models tested whether the sleep classes were cross-sectionally associated with grade 3 NAPLAN scores. Latent change score modeling then examined whether the sleep classes predicted changes in NAPLAN performance from grades 3 to 5. Five sleep schedule classes were identified: normative sleep, early risers, long sleep, variable sleep, and short sleep. Overall, long sleepers performed best, with those with reduced sleep (short sleepers and early risers) performing the worse on grammar, numeracy, and writing performance. Latent change score results also showed that long sleepers performed best in spelling and writing and short sleepers and typical sleepers performed the worst over time. In this sample of Australian Indigenous children, short sleep was associated with poorer school performance compared with long sleep, with this performance worsening over time for some performance indicators. Other sleep schedules (eg, early wake times and variable sleep) also had some relationships with school performance. As sleep scheduling is modifiable, this offers opportunity for improvement in sleep and thus performance outcomes for these and potentially all children. Copyright © 2018 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Social Orders and Interactions among Children in Age-Mixed Classes in Primary Schools--New Perspectives from a Synthesis of Ethnographic Data

ERIC Educational Resources Information Center

Huf, Christina; Raggl, Andrea

2015-01-01

The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's…

What Do Families of the "Professional and Managerial" Class Educate Their Children For? The Links between Happiness and Autonomy

ERIC Educational Resources Information Center

Collet-Sabé, Jordi; Tort, Antoni

2015-01-01

Based on a qualitative study involving 124 professional and managerial class families in Catalonia (Spain), this paper describes the aims and objectives these families have for the education of their children. During the fieldwork, when asked what they were aiming for in the education of their children, almost all of the parents replied "for…

Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System

ERIC Educational Resources Information Center

Tsuei, Mengping

2017-01-01

This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…

What If All the Children in My Class Are White? Anti-Bias/Multicultural Education with White Children

ERIC Educational Resources Information Center

Derman-Sparks, Louise; Ramsey, Patricia G.

2005-01-01

In anti-bias/multicultural workshops and in discussions with early childhood teachers over the past two decades, "What if all the children in my class are white?" has been one of the most frequently asked questions. Almost always posed by white teachers, it echoes the persistent confusion about the purposes of anti-bias/multicultural education for…

Inhibitory Control Efficiency in a Piaget-Like Class-Inclusion Task in School-Age Children and Adults: A Developmental Negative Priming Study

ERIC Educational Resources Information Center

Borst, G.; Poirel, N.; Pineau, A.; Cassotti, M.; Houdé, O.

2013-01-01

Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate class (flowers) to its subordinate class (daisies), they perform a direct perceptual comparison of the extensions of the 2…

Investigation of Academic Success, Self-Esteem and Academic Self-Concept in 4th Class Primary School Students

ERIC Educational Resources Information Center

Çetinkaya, Seher

2017-01-01

In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic…

Parenting classes: focus on discipline.

PubMed

Campbell, J M

1992-01-01

Nurses in community settings have an opportunity to provide instruction related to health and life-style needs. An important consideration is the parental role. A particularly controversial and opinion-laden aspect of parenting is disciplining children. Discipline provides children with the security of clearly enforced rules to help them learn self-control and social standards. Parenting classes are worthwhile for people who have little formal or informal preparation. A survey of middle-class elementary school district parents' and childrens' attitudes toward discipline was conducted to develop meaningful parenting classes. Parents' feelings about being a mother or father were surprisingly negative. A parent educational program was developed to cover child growth and development and disciplinary practices. Parent evaluations led to continuation and an expansion of this program to other schools within the area.

Brief Report: Interaction between social class and risky decision-making in children with psychopathic tendencies

PubMed Central

Gao, Yu; Baker, Laura A.; Raine, Adrian; Wu, Henry; Bezdjian, Serena

2008-01-01

Objective Adult psychopaths are thought to have risky decision-making and behavioral disinhibition, but little is known about themoderating effects of psychosocial factors and whether these associations can be observed in children with psychopathic tendencies. This study tests the biosocial hypothesis that social class will moderate psychopathy–neurocognition relationships, with these effects being stronger in children fromhigh social classes. Method Preadolescent community twins (N = 298) were assessed on decision-making (Iowa Gambling) and behavior inhibition (Porteus Maze) tasks, while psychopathic tendencies and socioeconomic status were assessed by the child’s caregiver. Results A significant interaction was observed whereby risky decision-making was associated with psychopathic tendencies only in children from benign home environments. Conclusions Findings support a biosocial interaction perspective on child psychopathy, suggesting that risky decision-makingmay particularly predispose to psychopathic traits in children frombenign homebackgrounds. PMID:18986696

Is Perceptual Priming Affected by Culture? A Study With German Middle-Class and Cameroonian Nso Farmer Children.

PubMed

Vöhringer, Isabel Aline; Poloczek, Sonja; Graf, Frauke; Lamm, Bettina; Teiser, Johanna; Fassbender, Ina; Freitag, Claudia; Suhrke, Janina; Teubert, Manuel; Keller, Heidi; Lohaus, Arnold; Schwarzer, Gudrun; Knopf, Monika

2015-01-01

The authors explored priming in children from different cultural environments with the aim to provide further evidence for the robustness of the priming effect. Perceptual priming was assessed by a picture fragment completion task in 3-year-old German middle-class and Cameroonian Nso farmer children. As expected, 3-year-olds from both highly diverging cultural contexts under study showed a priming effect, and, moreover, the effect was of comparable size in both cultural contexts. Hence, the children profited similarly from priming, which was supported by the nonsignificant interaction between cultural background and identification performance as well as the analysis of absolute difference scores. However, a culture-specific difference regarding the level of picture identification was found in that German middle-class children identified target as well as control pictures with less perceptual information than children in the Nso sample. Explanations for the cross-cultural demonstration of the priming effect as well as for the culturally diverging levels on which priming occurs are discussed.

Producing "Confident" Children: Negotiating Childhood in Fijian Kindergartens

ERIC Educational Resources Information Center

Brison, Karen J.

2011-01-01

Kindergartens in Fiji contribute to incipient class-based identities in a society traditionally structured by ethnicity. Teachers emphasize making children confident, but define confidence differently with varying student groups, building class-based orientations toward person and society. Parental expectations also differ with many upwardly…

Data Collection Procedures and Descriptive Statistics for the Grade One Achievement Monitoring Tests (Baseline, S-1, S-2, and S-3), Coordinated Study No. 1. Working Paper 316. Report from the Project on Studies in Mathematics.

ERIC Educational Resources Information Center

Buchanan, Anne E.; Romberg, Thomas A.

As part of a 3-year study of arithmetic problem-solving skills in young children, pretests were administered to 180 middle class first grade students. Following each of three instructional units, another achievement test was administered. The three first grade units corresponded to the Developing Mathematical Processes curriculum and involved…

Targeted next-generation sequencing reveals MODY in up to 6.5% of antibody-negative diabetes cases listed in the Norwegian Childhood Diabetes Registry.

PubMed

Johansson, Bente B; Irgens, Henrik U; Molnes, Janne; Sztromwasser, Paweł; Aukrust, Ingvild; Juliusson, Petur B; Søvik, Oddmund; Levy, Shawn; Skrivarhaug, Torild; Joner, Geir; Molven, Anders; Johansson, Stefan; Njølstad, Pål R

2017-04-01

MODY can be wrongly diagnosed as type 1 diabetes in children. We aimed to find the prevalence of MODY in a nationwide population-based registry of childhood diabetes. Using next-generation sequencing, we screened the HNF1A, HNF4A, HNF1B, GCK and INS genes in all 469 children (12.1%) negative for both GAD and IA-2 autoantibodies and 469 antibody-positive matched controls selected from the Norwegian Childhood Diabetes Registry (3882 children). Variants were classified using clinical diagnostic criteria for pathogenicity ranging from class 1 (neutral) to class 5 (pathogenic). We identified 58 rare exonic and splice variants in cases and controls. Among antibody-negative patients, 6.5% had genetic variants of classes 3-5 (vs 2.4% in controls; p = 0.002). For the stricter classification (classes 4 and 5), the corresponding number was 4.1% (vs 0.2% in controls; p = 1.6 × 10 -5 ). HNF1A showed the strongest enrichment of class 3-5 variants, with 3.9% among antibody-negative patients (vs 0.4% in controls; p = 0.0002). Antibody-negative carriers of variants in class 3 had a similar phenotype to those carrying variants in classes 4 and 5. This is the first study screening for MODY in all antibody-negative children in a nationwide population-based registry. Our results suggest that the prevalence of MODY in antibody-negative childhood diabetes may reach 6.5%. One-third of these MODY cases had not been recognised by clinicians. Since a precise diagnosis is important for treatment and genetic counselling, molecular screening of all antibody-negative children should be considered in routine diagnostics.

Patterns of productive activity engagement among older adults in urban China.

PubMed

Liu, Huiying; Lou, Wei Qun

2016-12-01

This study aims to identify patterns of productive activity engagement among older adults in urban China. Once patterns are identified, we further explore how a set of individual characteristics is associated with these patterns. Using data from the 2011 baseline survey of the China Health and Retirement Longitudinal Study (CHARLS), we performed a latent class analysis (LCA) on a national representative sample of adults aged 60 years and over ( N  = 3019). A specified range of productive activity indicators that fit the context of urban China was used for performing LCA (including working, grandchildren's care, parental care, spousal care, informal helping, and formal volunteering). A multinomial logistic regression was used to assess whether individual characteristics are associated with the identified patterns. The results indicated that a four-class model fit the data well, with the interpretable set of classes: spouse carer (51.2 %), working grandparents (21.7 %), multifaceted contributor (16.6 %), and light-engaged volunteer (10.5 %). Age, gender, education, number of children, proximity with the nearest child, household composition and functional status contributed to differentiating these classes. This study captured the reality of productive engagement among older adults by drawing attention to how multiple productive activities intersect in later-life stages. Our findings have implications for policy-makers, health care practitioners, and community advocates to develop programs that facilitate this aging population in assuming meaningful productive activities.

Children Making Sense of Science

NASA Astrophysics Data System (ADS)

Murphy, Clíona; Murphy, Colette; Kilfeather, Paula

2011-03-01

This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children's perceptions and understanding of science. We compared children's ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by `NoS' teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The `non-NoS' teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists "trying their best" and "sometimes getting it wrong" as well as "getting different answers". Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of `doing science'. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children's experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.

A Different World: Native American Children's Perceptions of Race and Class in the Media. A Series of Focus Groups of Native American Children.

ERIC Educational Resources Information Center

Chen, Perry; Haufler, Adrienne; Taam, Heidi

This pamphlet presents the results of a series of focus groups comprised of Native American children and adolescents regarding their perceptions of race and class in the media. The results indicated that although some youth were concerned most about the absence of their group in the media, others were primarily concerned about stereotyped…

High-Expenditure Pharmaceutical Use Among Children in Medicaid.

PubMed

Cohen, Eyal; Hall, Matt; Lopert, Ruth; Bruen, Brian; Chamberlain, Lisa J; Bardach, Naomi; Gedney, Jennifer; Zima, Bonnie T; Berry, Jay G

2017-09-01

Medication use may be a target for quality improvement, cost containment, and research. We aimed to identify medication classes associated with the highest expenditures among pediatric Medicaid enrollees and to characterize the demographic, clinical, and health service use of children prescribed these medications. Retrospective, cross-sectional study of 3 271 081 Medicaid-enrolled children. Outpatient medication spending among high-expenditure medication classes, defined as the 10 most expensive among 261 mutually exclusive medication classes, was determined by using transaction prices paid to pharmacies by Medicaid agencies and managed care plans among prescriptions filled and dispensed in 2013. Outpatient medications accounted for 16.6% of all Medicaid expenditures. The 10 most expensive medication classes accounted for 63.9% of all medication expenditures. Stimulants (amphetamine-type) accounted for both the highest proportion of expenditures (20.6%) and days of medication use (14.0%) among medication classes. Users of medications in the 10 highest-expenditure classes were more likely to have a chronic condition of any complexity (77.9% vs 41.6%), a mental health condition (35.7% vs 11.9%), or a complex chronic condition (9.8% vs 4.3%) than other Medicaid enrollees (all P < .001). The 4 medications with the highest spending were all psychotropic medications. Polypharmacy was common across all high-expenditure classes. Medicaid expenditure on pediatric medicines is concentrated among a relatively small number of medication classes most commonly used in children with chronic conditions. Interventions to improve medication safety and effectiveness and contain costs may benefit from better delineation of the appropriate prescription of these medications. Copyright © 2017 by the American Academy of Pediatrics.

COVD-QOL questionnaire: An adaptation for school vision screening using Rasch analysis

PubMed Central

Abu Bakar, Nurul Farhana; Ai Hong, Chen; Pik Pin, Goh

2012-01-01

Purpose To adapt the College of Optometrist in Vision Development (COVD-QOL) questionnaire as a vision screening tool for primary school children. Methods An interview session was conducted with children, teachers or guardians regarding visual symptoms of 88 children (45 from special education classes and 43 from mainstream classes) in government primary schools. Data was assessed for response categories, fit items (infit/outfit: 0.6–1.4) and separation reliability (item/person: 0.80). The COVD-QOL questionnaire results were compared with vision assessment in identifying three categories of vision disorders: reduce visual acuity, accommodative response anomaly and convergence insufficiency. Analysis on the screening performance using the simplified version of the questionnaire was evaluated based on receiver-operating characteristic analysis for detection of any type of target conditions for both types of classes. Predictive validity analysis was used a Spearman rank correlation (>0.3). Results Two of the response categories were underutilized and therefore collapsed to the adjacent category and items were reduced to 14. Item separation reliability for the simplified version of the questionnaire was acceptable (0.86) but the person separation reliability was inadequate for special education classes (0.79) similar to mainstream classes (0.78). The discriminant cut-off score of 9 (mainstream classes) and 3 (special education classes) from the 14 items provided sensitivity and specificity of (65% and 54%) and (78% and 80%) with Spearman rank correlation of 0.16 and 0.40 respectively. Conclusion The simplified version of COVD-QOL questionnaire (14-items) performs adequately among children in special education classes suggesting its suitability as a vision screening tool.

Astronomy in Indian Schools

NASA Astrophysics Data System (ADS)

Bhatia, V. B.

Tradition of astronomy in India goes back to ancient times. Many festivals and rituals are associated with astronomical phenomena. Indian children start learning rudiments of astronomy from primary classes. But primary teachers are not equipped to handle this subject so not much learning actually takes place. The first serious interface with astronomy occurs when children reach class X when they are 15 years old. Till last year astronomy was there in class XII also but it has now been dropped. This is a serious setback for the study of astronomy. In class X astronomy forms part of general science. Since children at this stage are not proficient in physics and mathematics the subject remains descriptive though there are useful activities for children to do. However the teachers are not equipped to handle this subject and there is no help in the form of visual material. So the subject remains neglected. The Indian astronomical community can help by training teachers and providing visual material. It must also urge authorities to reintroduce astronomy in class XII if astronomy is to flourish in India. Moreover India needs to network with developing countries share experiences with them and evolve a strategy that promotes astronomy.

Orthopedically Handicapped Children in Ohio Public Schools.

ERIC Educational Resources Information Center

Naples, Victor J.; Todd, Joseph H.

The historical development of programs for orthopedically handicapped children, class units and hospital classes approved during 1967-68, and the number of therapy units established are presented. Tables give data on program population: enrollment for years 1962-68, percent of handicaps enrolled, and IQ distributions. Aspects of occupational…

Health-related quality of life in children with high-functioning autism.

PubMed

Potvin, Marie-Christine; Snider, Laurie; Prelock, Patricia A; Wood-Dauphinee, Sharon; Kehayia, Eva

2015-01-01

The health-related quality of life of school-aged children with high-functioning autism is poorly understood. The objectives of this study were to compare the health-related quality of life of children with high-functioning autism to that of typically developing peers and to compare child-self and parent-proxy reports of health-related quality of life of children. A cross-sectional study of children with high-functioning autism (n = 30) and peers (n = 31) was conducted using the Pediatric Quality of Life Inventory 4.0 Generic Core Scales. Children with high-functioning autism had significantly poorer health-related quality of life than peers whether reported by themselves (p < .001) or their parents (p < .001), although disagreement (intra-class coefficient = -.075) between children and parental scores suggested variance in points of view. This study specifically investigated health-related quality of life in children with high-functioning autism as compared to a sample of peers, from the child's perspective. It strengthens earlier findings that children with high-functioning autism experience poorer health-related quality of life than those without this disorder and points to the importance of clinicians working with families to identify areas in a child's life that promote or hinder their sense of well-being. © The Author(s) 2013.

[Violence against children].

PubMed

Daher, Michel

2007-01-01

The Convention of Human Rights defines violence as "all forms of physical or mental violence, injury and abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse". Violence against children cuts across boundaries of geography, race, class, religion and culture. It occurs in homes, schools and streets ; in places of work and entertainment, and in care and detention centers. Perpetrators include parents, family members, teachers, caretakers, law enforcement authorities and other children. Some children are particularly vulnerable because of gender, race, ethnic origin, disability or social status. And no country is immune, whether rich or poor. Although the consequences of violence for children may vary according to its nature and severity, the short- and long-term repercussions are very often grave and damaging. Violence may result in greater susceptibility to lifelong social, emotional, and cognitive impairments and to health-risk behaviors, such as substance abuse and early initiation of sexual behavior. Governments are ultimately responsible for the protection of children. It is therefore up to governments to act now, to fulfill their human rights obligations and other commitments, to ensure the protection of children from all forms of violence. Violence against children is never justifiable. Nor is it inevitable. After providing a global picture of violence against children, we propose recommendations to prevent and respond to this issue.

‘A Plentiful Crop of Cripples Made by All This Progress’: Disability, Artificial Limbs and Working-Class Mutualism in the South Wales Coalfield, 1890–19481

PubMed Central

Curtis, Ben; Thompson, Steven

2014-01-01

Historians of orthopaedics, artificial limbs and disability have devoted a great deal of attention to children and soldiers but have neglected to give sufficient space in their studies to industrial workers, the other patient group that has been identified as crucial to the development of these areas. Furthermore, this attention has led to an imbalanced focus on charitable and philanthropic activities as the main means of assistance and the neglect of a significant part of the voluntary sphere, the labour movement. This article, focusing on industrial south Wales, examines the efforts of working-class organisations to provide artificial limbs and a range of other surgical appliances to workers and their family members in the late nineteenth and early twentieth centuries. It finds that a distinctive, labourist conception of disability existed which envisaged disabled workers as an important priority and one to which significant time, effort and resources were devoted. PMID:25352721

'A Plentiful Crop of Cripples Made by All This Progress': Disability, Artificial Limbs and Working-Class Mutualism in the South Wales Coalfield, 1890-19481.

PubMed

Curtis, Ben; Thompson, Steven

2014-11-01

Historians of orthopaedics, artificial limbs and disability have devoted a great deal of attention to children and soldiers but have neglected to give sufficient space in their studies to industrial workers, the other patient group that has been identified as crucial to the development of these areas. Furthermore, this attention has led to an imbalanced focus on charitable and philanthropic activities as the main means of assistance and the neglect of a significant part of the voluntary sphere, the labour movement. This article, focusing on industrial south Wales, examines the efforts of working-class organisations to provide artificial limbs and a range of other surgical appliances to workers and their family members in the late nineteenth and early twentieth centuries. It finds that a distinctive, labourist conception of disability existed which envisaged disabled workers as an important priority and one to which significant time, effort and resources were devoted.

Parents' Gender Ideology and Gendered Behavior as Predictors of Children's Gender-Role Attitudes: A Longitudinal Exploration

PubMed Central

Paul Halpern, Hillary; Perry-Jenkins, Maureen

2015-01-01

The current study utilized longitudinal, self-report data from a sample of 109 dual-earner, working-class couples and their 6-year-old children living in the northeastern United States. Research questions addressed the roles of parents’ gender ideology and gendered behaviors in predicting children’s development of gender-role attitudes. It was hypothesized that parents' behavior would be more influential than their ideology in the development of their children's attitudes about gender roles. Parents responded to questionnaires assessing their global beliefs about women's and men's "rightful" roles in society, work preferences for mothers, division of household and childcare tasks, division of paid work hours, and job traditionality. These data were collected at multiple time points across the first year of parenthood, and during a 6-year follow-up. At the final time point, children completed the Sex Roles Learning Inventory (SERLI), an interactive measure that assesses gender-role attitudes. Overall, mothers’ and fathers’ behaviors were better predictors of children’s gender-role attitudes than parents’ ideology. In addition, mothers and fathers played unique roles in their sons’ and daughters’ acquisition of knowledge about gender stereotypes. Findings from the current study fill gaps in the literature on children’s gender development in the family context—particularly by examining the understudied role of fathers in children’s acquisition of knowledge regarding gender stereotypes and through its longitudinal exploration of the relationship between parents’ gender ideologies, parents’ gendered behaviors, and children’s gender-role attitudes. PMID:27445431

Improvement of fundamental movement skills through support and mentorship of class room teachers.

PubMed

Mitchell, Brooke; McLennan, Stephanie; Latimer, Kasha; Graham, David; Gilmore, Janine; Rush, Elaine

2013-01-01

Project Energize, a multicomponent through-school programme aims to improve the overall health and reducing weight gain of Waikato primary school children by increasing their physical activity and encouraging healthy eating. The aim of this report is to describe the efficacy of one intervention that provided classroom teachers with tools for improving fundamental movement skill (FMS) proficiency in years 0-8 school children. In 2008 the Test of Gross Motor Development (TGMD) was used to measure the FMS proficiency of children from 11 schools and 41 classes; before (n = 701) and after (n = 598) the teacher support was provided. Children were identified only by class years. At baseline less than half of the children exhibited proficiency in kicking (21%), throwing (31%) and striking (40%) while most children were able to run (84.6%) and slide (78.0%). All skills were substantially improved (P < 0.001) after the intervention with the biggest changes in kicking, throwing and striking; 49.8%, 63.5% and 76.3% proficient. At baseline children in years 0-3 from higher decile schools performed better than lower decile schools and after intervention this gap was reduced or removed. After receiving tailored FMS physical education classes led by the teacher, younger children were more competent than the older children were at baseline. The large, positive effects of the intervention have implications for long term physical activity participation and fitness with subsequent health benefits. The school-based FMS teacher support intervention by Team Energize is an effective way to improve outcomes for children. © 2011 Asian Oceanian Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

Evidence report: Genetic and metabolic testing on children with global developmental delay: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Practice Committee of the Child Neurology Society.

PubMed

Michelson, D J; Shevell, M I; Sherr, E H; Moeschler, J B; Gropman, A L; Ashwal, S

2011-10-25

To systematically review the evidence concerning the diagnostic yield of genetic and metabolic evaluation of children with global developmental delay or intellectual disability (GDD/ID). Relevant literature was reviewed, abstracted, and classified according to the 4-tiered American Academy of Neurology classification of evidence scheme. In patients with GDD/ID, microarray testing is diagnostic on average in 7.8% (Class III), G-banded karyotyping is abnormal in at least 4% (Class II and III), and subtelomeric fluorescence in situ hybridization is positive in 3.5% (Class I, II, and III). Testing for X-linked ID genes has a yield of up to 42% in males with an appropriate family history (Class III). FMR1 testing shows full expansion in at least 2% of patients with mild to moderate GDD/ID (Class II and III), and MeCP2 testing is diagnostic in 1.5% of females with moderate to severe GDD/ID (Class III). Tests for metabolic disorders have a yield of up to 5%, and tests for congenital disorders of glycosylation and cerebral creatine disorders have yields of up to 2.8% (Class III). Several genetic and metabolic screening tests have been shown to have a better than 1% diagnostic yield in selected populations of children with GDD/ID. These values should be among the many factors considered in planning the laboratory evaluation of such children.

The family, neuroscience, and academic skills: An interdisciplinary account of social class gaps in children's test scores.

PubMed

Potter, Daniel; Mashburn, Andrew; Grissmer, David

2013-03-01

Current explanations of social class gaps in children's early academic skills tend to focus on non-cognitive skills that more advantaged children acquire in the family. Accordingly, social class matters because the cultural resources more abundant in advantaged families cultivate children's repertories and tool kits, which allow them to more easily navigate social institutions, such as schools. Within these accounts, parenting practices matter for children's academic success, but for seemingly arbitrary reasons. Alternatively, findings from current neuroscience research indicate that family context matters for children because it cultivates neural networks that assist in learning and the development of academic skills. That is, children's exposure to particular parenting practices and stimulating home environments contribute to the growth in neurocognitive skills that affect later academic performance. We synthesize sociological and neuroscience accounts of developmental inequality by focusing on one such skill-fine motor skills-to illustrate how family context alters children's early academic performance. Our findings support an interdisciplinary account of academic inequality, and extend current accounts of the family's role in the transmission of social inequality. Copyright © 2012 Elsevier Inc. All rights reserved.

Expressed Emotion-Criticism and Risk of Depression Onset in Children

PubMed Central

Burkhouse, Katie L.; Uhrlass, Dorothy J.; Stone, Lindsey B.; Knopik, Valerie S.; Gibb, Brandon E.

2012-01-01

Objective The primary goal of the current study was to examine the impact of maternal criticism (expressed emotion-criticism; EE-Crit) on the prospective development of depressive episodes in children. In addition to examining baseline levels of EE-Crit, we also sought to determine whether distinct subgroups (latent classes) of mothers could be identified based on the levels of EE-Crit they exhibited over a multi-wave assessment and whether that latent class membership would predict depression onset in children. Finally, we examined whether EE-Crit and maternal depression would independently predict children's depression risk or whether EE-Crit would moderate the link between maternal depression and children's depression onset. Method Children of mothers with or without a history of major depression (N=100) were assessed five times over 20 months. Children completed the Children's Depression Inventory (CDI) and mothers completed the Five Minute Speech Sample and the Beck Depression Inventory (BDI) at the baseline assessment, and at 2, 4, and 6 month follow-up assessments. Children and mothers completed diagnostic interviews assessing children's onsets of depressive episodes at the 20 month follow-up. Results Latent class analysis of the 4 waves of EE-Crit assessments revealed two distinct groups, exhibiting relatively lower versus higher levels of EE-Crit across the first 6 months of follow-up. EE-Crit latent class membership predicted children's depression onset over the subsequent 14 months. This finding was maintained after controlling for mother's and children's depressive symptoms during the initial 6 months of follow-up. Finally, maternal depression did not moderate the link between EE-Crit and childhood depression onset. Conclusions Continued exposure to maternal criticism appears to be an important risk factor for depression in children, risk that is at least partially independent of the risk conveyed by maternal depression. These results highlight the importance of a modifiable risk factor for depression–repeated exposure to maternal criticism. PMID:22838507

Expressed emotion-criticism and risk of depression onset in children.

PubMed

Burkhouse, Katie L; Uhrlass, Dorothy J; Stone, Lindsey B; Knopik, Valerie S; Gibb, Brandon E

2012-01-01

The primary goal of the current study was to examine the impact of maternal criticism (expressed emotion-criticism; EE-Crit) on the prospective development of depressive episodes in children. In addition to examining baseline levels of EE-Crit, we also sought to determine whether distinct subgroups (latent classes) of mothers could be identified based on the levels of EE-Crit they exhibited over a multiwave assessment and whether that latent class membership would predict depression onset in children. Finally, we examined whether EE-Crit and maternal depression would independently predict children's depression risk or whether EE-Crit would moderate the link between maternal depression and children's depression onset. Children of mothers with or without a history of major depression (N = 100) were assessed 5 times over 20 months. Children completed the Children's Depression Inventory and mothers completed the Five Minute Speech Sample and the Beck Depression Inventory at the baseline assessment, and at 2-, 4-, and 6-month follow-up assessments. Children and mothers completed diagnostic interviews assessing children's onsets of depressive episodes at the 20-month follow-up. Latent class analysis of the 4 waves of EE-Crit assessments revealed two distinct groups, exhibiting relatively lower versus higher levels of EE-Crit across the first 6 months of follow-up. EE-Crit latent class membership predicted children's depression onset over the subsequent 14 months. This finding was maintained after controlling for mother's and children's depressive symptoms during the initial 6 months of follow-up. Finally, maternal depression did not moderate the link between EE-Crit and childhood depression onset. Continued exposure to maternal criticism appears to be an important risk factor for depression in children, risk that is at least partially independent of the risk conveyed by maternal depression. These results highlight the importance of a modifiable risk factor for depression-repeated exposure to maternal criticism.

Long-chain n-3 PUFA supplementation decreases physical activity during class time in iron-deficient South African school children.

PubMed

Smuts, Cornelius M; Greeff, Jani; Kvalsvig, Jane; Zimmermann, Michael B; Baumgartner, Jeannine

2015-01-28

Both Fe deficiency and poor n-3 fatty acid status have been associated with behavioural changes in children. In the present study, we investigated the effects of Fe and DHA+EPA supplementation, alone or in combination, on physical activity during school days and on teacher-rated behaviour in healthy Fe-deficient school children. In a 2 × 2 factorial design, children (n 98, 6-11 years) were randomly assigned to receive (1) Fe (50 mg) plus DHA (420 mg)+EPA (80 mg), (2) Fe plus placebo, (3) placebo plus DHA+EPA or (4) placebo plus placebo as oral supplements (4 d/week) for 8.5 months. Physical activity was measured during four school days at baseline and endpoint using accelerometers, and data were stratified into morning class time (08.00-10.29 hours), break time (10.30-11.00 hours) and after-break class time (11.01-12.00 hours) for analysis. Classroom behaviour was assessed at endpoint using Conners' Teacher Rating Scales. DHA+EPA supplementation decreased physical activity counts during morning class time, increased sedentary physical activity, and decreased light- and moderate-intensity physical activities. Consistently, DHA+EPA supplementation increased sedentary physical activity and decreased light-intensity physical activity during after-break class time. Even though there were no treatment effects found on teacher-rated behaviour, lower physical activity during morning class time was associated with lower levels of teacher-rated hyperactivity and oppositional behaviour at endpoint. Despite a positive association between Fe status and physical activity during break time at baseline, Fe supplementation did not affect physical activity during break time and class time. Our findings suggest that DHA+EPA supplementation may decrease physical activity levels during class time, and further indicate that accelerometry might be a useful tool to assess classroom behaviour in healthy children.

Effectiveness of a Nutrition Education Program to Improve Children's Chewing Habits.

PubMed

Sato, Nanae; Hayashi, Fumi; Yoshiike, Nobuo

2016-01-01

This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children's chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes' daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children's chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians.

Effectiveness of a Nutrition Education Program to Improve Children's Chewing Habits

PubMed Central

Hayashi, Fumi; Yoshiike, Nobuo

2016-01-01

This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children's chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes' daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children's chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians. PMID:27382638

Teaching between-class generalization of toy play behavior to handicapped children.

PubMed Central

Haring, T G

1985-01-01

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assess the effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed from the previous sets in that they produced a reaction to the play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discussed. PMID:4019349

Age, occupational class and sickness absence during pregnancy: a retrospective analysis study of the Norwegian population registry

PubMed Central

Ariansen, Anja M S

2014-01-01

Objective Western women increasingly delay having children to advance their career, and pregnancy is considered to be riskier among older women. In Norway, this development surprisingly coincides with increased sickness absence among young pregnant women, rather than their older counterparts. This paper tests the hypothesis that young pregnant women have a higher number of sick days because this age group includes a higher proportion of working class women, who are more prone to sickness absence. Design A zero-inflated Poisson regression was conducted on the Norwegian population registry. Participants All pregnant employees giving birth in 2004–2008 were included in the study. A total number of 216 541 pregnancies were observed among 180 483 women. Outcome measure Number of sick days. Results Although the association between age and number of sick days was U-shaped, pregnant women in their early 20s had a higher number of sick days than those in their mid-40s. This was particularly the case for pregnant women with previous births. In this group, 20-year-olds had 12.6 more sick days than 45-year-olds; this age difference was reduced to 6.3 after control for class. Among women undergoing their first pregnancy, 20-year-olds initially had 1.2 more sick days than 45-year-olds, but control for class altered this age difference. After control for class, 45-year-old first-time pregnant women had 2.9 more sick days than 20-year-olds with corresponding characteristics. Conclusions The negative association between age and sickness absence was partly due to younger age groups including more working class women, who were more prone to sickness absence. Young pregnant women's needs for job adjustments should not be underestimated. PMID:24793246

Words Spoken by Teachers to Primary-Level Classes of Deaf Children.

ERIC Educational Resources Information Center

Stuckless, E. Ross; Miller, Linda D.

1987-01-01

The study generated a list of the 1000 most frequently used words by teachers of hearing impaired children in six primary grade classes. Results have implications for real time captioning systems of communication. An alphabetical list and a list ordered by frequency of use are appended. (DB)

Race, Class, and the Attributional Process.

ERIC Educational Resources Information Center

Graham, Sandra; Long, Anna

1986-01-01

Two experiments were performed to examine the process of attributional thinking in Black and White children who differed in social class. Blacks did not display a less adaptive attributional pattern than did whites following actual performance on exams, and no differences existed in children's understanding of the meaning of causes. (Author/LMO)

Decoding ClassDojo: Psycho-Policy, Social-Emotional Learning and Persuasive Educational Technologies

ERIC Educational Resources Information Center

Williamson, Ben

2017-01-01

ClassDojo is one of the world's most successful educational technologies, currently used by over 3 million teachers and 35 million children globally. It reinforces and enacts emerging governmental "psycho-policies" around the measurement and modification of children's social and emotional learning in schools. This article focuses…

Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults: a developmental negative priming study.

PubMed

Borst, G; Poirel, N; Pineau, A; Cassotti, M; Houdé, O

2013-07-01

Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate class (flowers) to its subordinate class (daisies), they perform a direct perceptual comparison of the extensions of the 2 subordinate classes (daisies vs. roses). In our experiment, we investigated whether increasing efficiency in solving the Piagetian class-inclusion task is related to increasing efficiency in the ability to resist (inhibit) this direct comparison of the subordinate classes' extensions. Ten-year-old and young adult participants performed a computerized priming version of a Piaget-like class-inclusion task. The experimental design was such that the misleading perceptual strategy to inhibit on the prime (in which a superordinate class had to be compared with a subordinate class) became a congruent strategy to activate on the probe (in which the two subordinate classes' extensions were directly compared). We found a negative priming effect of 291 ms in children and 129 ms in adults. These results provide evidence for the first time (a) that adults still need to inhibit the comparison of the subordinate classes' extensions in class-inclusion tasks and (b) that the ability to inhibit this heuristic increases with age (resulting in a lower executive cost). Taken together, these findings provide additional support for the neo-Piagetian approach of cognitive development that suggests that the acquisition of increasingly complex knowledge is based on the ability to resist (inhibit) heuristics and previously acquired knowledge.

The Role of Common Motor Responses in Stimulus Categorization by Preschool Children

PubMed Central

Mahoney, Amanda M; Miguel, Caio F; Ahearn, William H; Bell, Julianne

2011-01-01

The purpose of this study was to assess the role of common motor responses as the “speaker” behavior on stimulus class formation, and the emergence of functional classes. Experiment 1 examined whether training one motor response to a set of three stimuli and a second motor response to another set of three stimuli would result in correct category-sort responses for 5 typically developing preschool children. Three of the children passed the categorization tests. Experiment 2 examined whether the classes formed in Experiment 1 were functional classes, and whether participants who did not pass categorization tests in Experiment 1 would do so following common vocal tact training. The 2 participants who failed categorization tests in Experiment 1 passed these tests in Experiment 2, although none of the participants passed the tests for functional classes. The results of the current study did not unequivocally support the naming hypothesis. Future research should therefore evaluate other possible sources of control that aid in stimulus categorization. PMID:21541124

Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia

ERIC Educational Resources Information Center

Winn, William; Berninger, Virginia; Richards, Todd; Aylward, Elizabeth; Stock, Pat; Lee, Yen-Ling; Lovitt, Dan

2006-01-01

Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4-6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The children attended class for three hours each day, 45…

Length of day-care attendance and attachment behavior in eighteen-month-old infants.

PubMed

Schwartz, P

1983-08-01

Differences in the attachment behavior of 18-month-old full-time, part-time, and non-day-care infants from intact middle-class homes were compared. Mothers of the day-care infants had made arrangements to return to work before their infants' birth, and all the infants had been placed in day-care homes before 9 months of age. The study involved 2 sessions: a home observation and the strange-situation procedure in a laboratory setting. The home-observation and rating scale scores of maternal behaviors directed at the child yielded few group differences. More full-time day-care children (but not part-time children) were found to display avoidance of the mother during the final reunion episode of the strange-situation procedure than did non-day-care children. The length of the daily separation appears to be an important determinant of day-care effects on infant-mother attachment.

Heterogeneity in the pharmacodynamics of two long-acting methylphenidate formulations for children with attention deficit/hyperactivity disorder. A growth mixture modelling analysis.

PubMed

Sonuga-Barke, Edmund J S; Van Lier, Pol; Swanson, James M; Coghill, David; Wigal, Sharon; Vandenberghe, Mieke; Hatch, Simon

2008-06-01

To use growth mixture modelling (GMM) to identify subgroups of children with attention deficit hyperactive disorder (ADHD) who have different pharmacodynamic profiles in response to extended release methylphenidate as assessed in a laboratory classroom setting. GMM analysis was performed on data from the COMACS study (Comparison of Methylphenidates in the Analog Classroom Setting): a large (n = 184) placebo-controlled cross-over study comparing three treatment conditions in the Laboratory School Protocol (with a 1.5-h cycle of attention and deportment assessments). Two orally administered, once-daily methylphenidate (MPH) bioequivalent formulations [Metadate CD/Equasym XL (MCD-EQXL) and Concerta XL (CON)] were compared with placebo (PLA). Three classes of children with distinct severity profiles in the PLA condition were identified. For both MCD-EQXL and CON, the more severe their PLA symptoms the better, the children's response. However, the formulations produced different growth curves by class, with CON having essentially a flat profile for all three classes (i.e. no effect of PLA severity) and MCD-EQXL showing a marked decline in symptoms immediately post-dosing in the two most severe classes compared with the least severe. Comparison of daily doses matched for immediate-release (IR) components accounted for this difference. The results suggest considerable heterogeneity in the pharmacodynamics of MPH response by children with ADHD. When treatment response for near-equal, bioequivalent daily doses the two formulations was compared, marked differences were seen for children in the most severe classes with a strong curvilinear trajectory for MCD-EQXL related to the greater IR component.

The social patterning of fat and lean mass in a contemporary cohort of children.

PubMed

Ness, Andy R; Leary, Sam; Reilly, John; Wells, Jonathan; Tobias, Jon; Clark, Emma; Smith, George Davey

2006-01-01

Studies of the social patterning of obesity in children using body mass index have reported inconsistent results. We explored the association of social class with fat mass and lean mass in a contemporary cohort of children measured using dual energy X-ray absorptiometry. We observed a clear social gradient of fat mass (with children of higher social class having a lower fat mass), but no gradient in lean mass or trunk fat mass. Our data show that inequalities in adiposity are present in primary school children and suggest that social inequalities in childhood obesity may have been underestimated in previous studies.

Information barriers and social stratification in higher education: evidence from a field experiment.

PubMed

Abbiati, Giovanni; Argentin, Gianluca; Barone, Carlo; Schizzerotto, Antonio

2017-11-29

Our contribution assesses the role of information barriers for patterns of participation in Higher Education (HE) and the related social inequalities. For this purpose, we developed a large-scale clustered randomised experiment involving over 9,000 high school seniors from 62 Italian schools. We designed a counseling intervention to correct student misperceptions of the profitability of HE, that is, the costs, economic returns and chances of success of investments in different tertiary programs. We employed a longitudinal survey to test whether treated students' educational trajectories evolved differently relative to a control group. We find that, overall, treated students enrolled less often in less remunerative fields of study in favour of postsecondary vocational programmes. Most importantly, this effect varied substantially by parental social class and level of education. The shift towards vocational programmes was mainly due to the offspring of low-educated parents; in contrast, children of tertiary graduates increased their participation in more rewarding university fields. Similarly, the redistribution from weak fields to vocational programmes mainly involved the children of the petty bourgeoisie and the working class, while upper class students invested in more rewarding university fields. We argue that the status-maintenance model proposed by Breen and Goldthorpe can explain these socially differentiated treatment effects. Overall, our results challenge the claim that student misperceptions contribute to horizontal inequalities in access to HE. © London School of Economics and Political Science 2017.

Measuring the foundations of school readiness: Introducing a new questionnaire for teachers - The Brief Early Skills and Support Index (BESSI).

PubMed

Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T

2015-09-01

Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support Index (BESSI). The main sample, recruited from the north-west of England, included 1,456 children (49% male), aged 2.5 to 5.5 years. A second sample consisting of 258 children (44% male) aged 3 to 5.5 years was recruited to assess the test-retest reliability of the BESSI across a 1-month interval. Following development and pilot work with early years teachers, a streamlined (30 items) version of the BESSI was sent to 98 teachers and nursery staff, who rated the children in their class. The best-fitting model included four latent factors: Three child factors (Behavioural Adjustment, Language and Cognition, and Daily Living Skills) and one Family Support factor. The three child factors exhibited measurement invariance across gender. All four factors showed good internal consistency and test-retest reliability. Structural equation modelling showed that (1) boys had more problems than girls on all three child factors; (2) older children showed better Language and Cognition and Daily Living Skills than younger children; and (3) children eligible for free school meals (an index of financial hardship) had more problems on all four latent factors. Family Support latent scores predicted all three child latent factors and accounted for their correlation with financial hardship. The BESSI is a promising brief teacher-report screening tool that appears suitable for children aged 2.5 to 5.5 and provides a broader perspective upon school readiness than previous measures. © 2015 The British Psychological Society.

The impact of patterns of trauma exposure among low income children with and without histories of child maltreatment.

PubMed

Rosen, Abigail L; Handley, Elizabeth D; Cicchetti, Dante; Rogosch, Fred A

2018-06-01

Previous research has revealed a large prevalence of trauma experienced by children, creating high risk for the development of psychopathology. Research investigating the negative impacts of child maltreatment and other traumas has typically examined these experiences individually, controlling for co-occurring traumas, or has combined these experiences into a general variable of risk, thereby obscuring the complex relationships among environmental traumas and maltreatment. The current study expands on previous research by elucidating relationships between multiple contexts of overlapping traumas and maltreatment experienced by children, and by categorizing how these experiences join together to impact internalizing and externalizing symptomatology. Participants included 316 maltreated children and 269 nonmaltreated children (M age = 9.4, SD = 0.88) who attended a summer day camp research program for low-income children. Latent Class Analysis (LCA) identified three differential patterns of trauma exposure across children: 1) community violence and loss; 2) pervasive trauma; and 3) low trauma. Covariate analyses demonstrated that child maltreatment was significantly associated with class membership, suggesting that maltreated children were more likely to experience diverse traumas extending beyond their maltreatment experiences (pervasive trauma class). A two-way analysis of variance also demonstrated that trauma latent class membership and child maltreatment each represented unique predictors of internalizing and externalizing symptoms, with each having an independent effect on symptomatology. This investigation provides unique insight into the differential impact of patterns of trauma exposure and child maltreatment, providing support for further research and clinical practice addressing multiple levels of a child's ecology. Copyright © 2018 Elsevier Ltd. All rights reserved.

Naming, the Formation of Stimulus Classes, and Applied Behavior Analysis.

ERIC Educational Resources Information Center

Stromer, Robert; And Others

1996-01-01

This review of research discusses how children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A proposed methodology for researching referent naming and class formation, analysis of stimulus classes, and generalization is offered. (CR)

Maternal eating disorder and infant diet. A latent class analysis based on the Norwegian Mother and Child Cohort Study (MoBa).

PubMed

Torgersen, Leila; Ystrom, Eivind; Siega-Riz, Anna Maria; Berg, Cecilie Knoph; Zerwas, Stephanie C; Reichborn-Kjennerud, Ted; Bulik, Cynthia M

2015-01-01

Knowledge of infant diet and feeding practices among children of mothers with eating disorders is essential to promote healthy eating in these children. This study compared the dietary patterns of 6-month-old children of mothers with anorexia nervosa, bulimia nervosa, binge eating disorder, and eating disorder not otherwise specified-purging subtype, to the diet of children of mothers with no eating disorders (reference group). The study was based on 53,879 mothers in the Norwegian Mother and Child Cohort Study (MoBa). Latent class analysis (LCA) was used to identify discrete latent classes of infant diet based on the mothers' responses to questions about 16 food items. LCA identified five classes, characterized by primarily homemade vegetarian food (4% of infants), homemade traditional food (8%), commercial cereals (35%), commercial jarred baby food (39%), and a mix of all food groups (11%). The association between latent dietary classes and maternal eating disorders were estimated by multinomial logistic regression. Infants of mothers with bulimia nervosa had a lower probability of being in the homemade traditional food class compared to the commercial jarred baby food class, than the referent (O.R. 0.59; 95% CI 0.36-0.99). Infants of mothers with binge eating disorder had a lower probability of being in the homemade vegetarian class compared to the commercial jarred baby food class (O.R. 0.77; 95% CI 0.60-0.99), but only before adjusting for relevant confounders. Anorexia nervosa and eating disorder not otherwise specified-purging subtype were not statistically significantly associated with any of the dietary classes. These results suggest that maternal eating disorders may to some extent influence the child's diet at 6 months; however, the extent to which these differences influence child health and development remains an area for further inquiry. Copyright © 2014 Elsevier Ltd. All rights reserved.

[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

PubMed

Klicpera, Christian; Klicpera, Barbara Gasteiger

2004-12-01

The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

Using assistive robots to promote inclusive education.

PubMed

Encarnação, P; Leite, T; Nunes, C; Nunes da Ponte, M; Adams, K; Cook, A; Caiado, A; Pereira, J; Piedade, G; Ribeiro, M

2017-05-01

This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device. Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers' interviews before and after the intervention was performed. Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even with another adult present, due to the extra time required by children with disabilities to complete the activities. The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities. Implications for Rehabilitation Integrated augmentative manipulation and communication assistive technologies are useful resources to promote the participation of children with motor and speech impairments in classroom activities. Virtual tools, running on a computer screen, may be easier to use but further research is needed in order to evaluate its effectiveness when compared to physical tools. Full participation of children with motor and speech impairments in academic activities using these technologies requires another adult in class and adequate strategies to manage the extra time the child with disabilities may require to complete the activities.

Work-life balance/imbalance: the dominance of the middle class and the neglect of the working class.

PubMed

Warren, Tracey

2015-12-01

The paper was stimulated by the relative absence of the working class from work-life debates. The common conclusion from work-life studies is that work-life imbalance is largely a middle-class problem. It is argued here that this classed assertion is a direct outcome of a particular and narrow interpretation of work-life imbalance in which time is seen to be the major cause of difficulty. Labour market time, and too much of it, dominates the conceptualization of work-life and its measurement too. This heavy focus on too much labour market time has rendered largely invisible from dominant work-life discourses the types of imbalance that are more likely to impact the working class. The paper's analysis of large UK data-sets demonstrates a reduction in hours worked by working-class men, more part-time employment in working-class occupations, and a substantial growth in levels of reported financial insecurity amongst the working classes after the 2008-9 recession. It shows too that economic-based work-life imbalance is associated with lower levels of life satisfaction than is temporal imbalance. The paper concludes that the dominant conceptualization of work-life disregards the major work-life challenge experienced by the working class: economic precarity. The work-life balance debate needs to more fully incorporate economic-based work-life imbalance if it is to better represent class inequalities. © London School of Economics and Political Science 2015.

Prevalence of severe obesity and its association with elevated blood pressure among children and adolescents in Shandong, China.

PubMed

Zhang, Ying-Xiu; Wang, Shu-Rong; Li, Su-Yun

2017-12-01

Childhood obesity has increased markedly during the past decades; however, data on the prevalence of severe obesity in children and adolescents are limited. The present study examined the prevalence of severe obesity and its association with elevated blood pressure (BP) among children and adolescents in Shandong, China. A total of 44 630 (22 404 boys and 22 226 girls) students aged 7-18 years participated in the study. BMI cut-off points recommended by the International Obesity Task Force were used to define class I-III obesity. Relatively high BP status was defined as systolic BP and/or diastolic BP of at least 95th percentile for age and sex. The prevalence rates of class I, class II, and class III obesity were 6.67, 1.47, and 0.42% for boys and 2.88, 0.64, and 0.18% for girls, respectively; boys had a higher prevalence than girls (P<0.01). Substantial urban-rural disparities exist in childhood obesity; urban boys and girls had a higher prevalence of class I and class II obesity than their rural peers (P<0.05). Severe obesity is associated with elevated BP; the prevalence of relatively high BP increased from 39.93% (boys) and 39.53% (girls) in the class I obese group to 50.54% (boys) and 53.66% (girls) in the class III obese group (P<0.05). Although the current prevalence of severe obesity was at a relatively low level, but we should not relax our vigilance to the obesity epidemic. Our findings also emphasize the importance of the prevention of severe obesity to prevent future-related problems such as hypertension in children and adolescents.

Verb-based versus class-based accounts of actionality effects in children's comprehension of passives.

PubMed

Gordon, P; Chafetz, J

1990-09-01

Several studies have shown that children perform worse on tests of passive comprehension when the verb is non-actional than when it is actional. Most existing accounts focus on the semantic characteristics of the class of non-action verbs in explaining this difference. An alternative is a "verb-based" account in which passives are initially learned verb by verb, and children hear fewer non-actional passives in their language input. An analysis of the passives heard by Adam, Eve and Sarah (Brown, 1973) found more actional than non-actional passives, consistent with the verb-based account. In a second study, children tested for passive comprehension were re-tested a week later. The verb-based account predicts that children should show a consistent pattern of responses for individual verbs on test and re-test. Such consistency was found, with some inconsistency due to improvement over the re-test. Further analyses showed no effects of affectedness in explaining children's problems with passives. Finally, we discuss whether a mixed model containing both verb-based and class-based mechanisms is required to explain the actionality effects.

Perceptions of middle-class mothers of their children with special needs participating in motor and sport programs.

PubMed

Roth, Dana; Rimmerman, Arie

2009-12-01

This exploratory research studied middle-class mother's primary reason for registering their young children, mean age 6.9 years, in adapted motor and sports programs and their perceptions of their children upon entering the program and upon completion. Analyses also examined the possible relationship between mothers' age, education or children's age with their perceived favorable changes in the children's development. Fifty-one mothers participated in the study. The mothers completed a survey examining their perceptions of their children's developmental function along seven domains: understanding direction, communication, general physical functioning, fine motor skills, activities of daily living, vigilance and attention, and social behavior. The children were categorized by primary reason of referral to three categories: attention deficit hyperactivity disorder, motor difficulties, and social/behavioral difficulties. Findings suggest that middle-class mothers showed awareness and understanding of their children's needs by identifying the general physical function as the desirable domain to be addressed by the motor group, vigilance and attention as associated with attention deficit hyperactivity disorder, and understanding directions and communication as the desirable domain by the social/behavioral group. The findings are discussed in terms of the complexity of mother's perception of their children participating in sports and motor programs as relating to the different domains as well as to their perceived needs of their children.

Trajectories of Children's Social Interactions with their Infant Sibling in the First Year: A Multi-Dimensional Approach

PubMed Central

Oh, Wonjung; Volling, Brenda L.; Gonzalez, Richard

2015-01-01

Individual differences in longitudinal trajectories of children's social behaviors toward their infant sibling were examined simultaneously across multiple social dimensions: Positive engagement (moving toward), Antagonism (moving against), and Avoidance (moving away). Three distinct social patterns were identified: (C1) Positively-Engaged (n=107, 50%); (C2) Escalating-Antagonism (n=90, 42%); and (C3) Early-Onset Antagonism (n=16, 8%). Children in the positively-engaged class had high levels of positive engagement with their infant siblings, coupled with low levels of antagonism and avoidance. The escalating-antagonism class was positively engaged in sibling interaction with a steep escalation in antagonistic behavior and avoidance from 4 to 12 months. Children in the early-onset antagonism class displayed the highest level of antagonistic behavior starting as early as 4 months, and became increasingly avoidant over time. A path model, guided by a process × person × context × time model, revealed that low parental self-efficacy heightened by parenting stress and children's dysregulated temperament was directly related to the escalating-antagonism pattern. Punitive parenting in response to children's antagonistic behavior increased the likelihood of being in the early-onset antagonism class. Together, the results highlighted heterogeneity in the earliest emergence of sibling interaction patterns and the interplay of child and parent factors in predicting distinct sibling interaction trajectory patterns. PMID:25664367

Group Counseling With Emotionally Disturbed School Children in Taiwan.

ERIC Educational Resources Information Center

Chiu, Peter

The application of group counseling to emotionally disturbed school children in Chinese culture was examined. Two junior high schools located in Tao-Yuan Province were randomly selected with two eighth-grade classes randomly selected from each school. Ten emotionally disturbed students were chosen from each class and randomly assigned to two…

The Physically Handicapped and Health Impaired Children: Do They Prosper in Regular Toronto Elementary Schools?

ERIC Educational Resources Information Center

Larter, Sylvia E.

The experience of 88 physically handicapped and health impaired (PH/HI) children attending Toronto, Canada, regular elementary schools in either regular classes or "integrated" special education classes was assessed with regard to their academic, social, emotional, medical, and physical needs. The integrated classification meant they…

Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

ERIC Educational Resources Information Center

Toscano, Lisa; Clemente, Fran

2008-01-01

This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

Teaching All the Children: Stories from the Classroom.

ERIC Educational Resources Information Center

Leavitt, Midge, Ed.

This book presents personal narratives from New Brunswick teachers concerning their experiences in trying to meet the academic and social needs of children in multi-level classes. Topics include the first year of teaching, the process of adapting for students who have special needs, cooperative learning in the class, integration experiences,…

SOCIAL CLASS AND COGNITIVE DEVELOPMENT IN INFANCY.

ERIC Educational Resources Information Center

BIRNS, BEVERLY; GOLDEN, MARK

THE PURPOSE OF THIS STUDY WAS TO FIND OUT WHETHER SOCIAL CLASS DIFFERENCES IN INTELLECTUAL DEVELOPMENT ARE PRESENT IF (1) CHILDREN FROM SOCIALLY DISORGANIZED SLUM FAMILIES ARE COMPARED WITH CHILDREN FROM STABLE, LOW INCOME AND MIDDLE INCOME FAMILIES, (2) THE PIAGET OBJECT SCALE, A NEW MEASURE OF COGNITIVE DEVELOPMENT BASED ON PIAGET'S SENSORIMOTOR…

Motivating Students to Write through the Use of Children's Literature

ERIC Educational Resources Information Center

Daly, Laura; Sharko, Susan

2010-01-01

This action research project involved the implementation of a program designed to improve student motivation to write through the use of children's literature. The targeted populations were students in one kindergarten class and one third grade ELL [English Language Learners] class in two elementary schools. Both schools were located in a…

Participation Observation: Chinese Mothers and Children at Rhodes Avenue English Classes.

ERIC Educational Resources Information Center

Lenskyj, Helen

Observations of Chinese mothers and children at Rhodes Avenue (Toronto) English classes and nursery confirm the hypothesis that a high level of parental warmth-support and control tends to become, by Canadian standards, overprotectiveness, and tends to result in a submissive, dependent, over-socialized child. Dependency upon the mother for…

Taking the School to the Child: An Experiment by Ruchika School Service Wing.

ERIC Educational Resources Information Center

Khurana, Inderjit

1992-01-01

Describes a basic literacy project targeting deprived children in Bhubaneswar, Orissa, India. Considers such program features as the use of 35 slum and public utility centers as sites for teaching basic skills, nutrition, and hygiene; flexible schedules including morning classes for slum children and afternoon and evening classes for working…

Effects of Pretend Imagery on Learning Dance in Preschool Children

ERIC Educational Resources Information Center

Sacha, Tori J.; Russ, Sandra W.

2006-01-01

Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3-6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were…

Hey, I Got Sump'n To Tell You, An' It Cool! A Class for Children with Severe Language Disabilities.

ERIC Educational Resources Information Center

Monaco, Joan L.; Zaslow, Elinor L.

Discussed is an experimental demonstration class for children exhibiting severe language disabilities. Staff includes teacher-therapist, classroom aide, psychologist, audiologist, speech and language pathologists, and occupational therapist. A theoretical framework is provided through discussion of phonological, semantic and syntactic aspects of…

What Do Mothers Say? Korean Mothers' Perceptions of Children's Participation in Extra-Curricular Musical Activities

ERIC Educational Resources Information Center

Cho, Eun

2015-01-01

A recent study of Korean middle-class mothers' perceptions and parenting practices associated with children's participation in musical activities reported unique forms of musical parenting, which closely correspond with previous studies of concerted cultivation in Western middle-class families. Are these unique patterns exclusive to middle-class…

Brief Report: Interaction between Social Class and Risky Decision-Making in Children with Psychopathic Tendencies

ERIC Educational Resources Information Center

Gao, Yu; Baker, Laura A.; Raine, Adrian; Wu, Henry; Bezdjian, Serena

2009-01-01

Objective: Adult psychopaths are thought to have risky decision-making and behavioral disinhibition, but little is known about the moderating effects of psychosocial factors and whether these associations can be observed in children with psychopathic tendencies. This study tests the biosocial hypothesis that social class will moderate…

The Specificity of Empathic Responses in Young Children.

ERIC Educational Resources Information Center

Marcus, Robert F.; Roke, Edward J.

Empathy as a personality variable and as related to social behavior in young children has not been examined for its specificity with regard to various affect classes but has generally been treated as a global response to all affect classes. Three kinds of evidence relative to the specificity of empathic responses are analyzed: (1) correlations…

A Comparison of Positive Reinforcement and Punishment in Two Special Education Classes.

ERIC Educational Resources Information Center

Otto, Richard G.

Compared was the effectiveness of punishment and positive reinforcement on the nonattending behaviors and academic achievement of 18 elementary grade children in two special classes for children with social or adjustment problems. During the positive reinforcement condition each student earned a slash mark whenever he was observed attending to…

Social Reproduction and Child-Rearing Practices: Social Class, Children's Agency, and the Summer Activity Gap

ERIC Educational Resources Information Center

Chin, Tiffani; Phillips, Meredith

2004-01-01

This study contributes to the ongoing scholarly debate about the relative importance of parents' resources and values in influencing parents' child-rearing practices. Using ethnographic data on children's summer experiences, the authors examine how families from different ethnic and social-class backgrounds assemble child care and other activities…

Establishing Auditory-Tactile-Visual Equivalence Classes in Children with Autism and Developmental Delays

ERIC Educational Resources Information Center

Mullen, Stuart; Dixon, Mark R.; Belisle, Jordan; Stanley, Caleb

2017-01-01

The current study sought to evaluate the efficacy of a stimulus equivalence training procedure in establishing auditory-tactile-visual stimulus classes with 2 children with autism and developmental delays. Participants were exposed to vocal-tactile (A-B) and tactile-picture (B-C) conditional discrimination training and were tested for the…

Early Childhood Socialization and Social Class Environment.

ERIC Educational Resources Information Center

Harnischfeger, Annegret; And Others

This report of family social class influences on children's characteristics is based on data from a longitudinal study of more than 1,000 children, black and white, of various social backgrounds. The sample was originally selected for another study (the St. Louis Baby Study) giving only secondary consideration to social factors. It includes a…

The influence of the glycaemic load of breakfast on the behaviour of children in school.

PubMed

Benton, David; Maconie, Alys; Williams, Claire

2007-11-23

The impact of breakfasts of different glycaemic loads on the performance of nineteen children, aged six to seven years, was explored. Over a four week period, children attended a school breakfast club each day and ate one of three meals. Each meal offered a similar amount of energy but differed in their glycaemic load. When working individually, the behaviour of a child was rated in the classroom every ten seconds for 30 min to produce a measure of time spent on task. Memory was assessed by asking for the recall of a series of objects. The ability to sustain attention was measured by asking for a response after various delays. The incidence of negative behaviour was recorded when playing a video game that was too difficult to allow success. Two to three hours after a low glycaemic load breakfast had been consumed, performance on the tests of memory and the ability to sustain attention were better, fewer signs of frustration were displayed and initially more time was spent on task when working individually in class. The importance of the results was discussed in the context of the wide range of factors that influence behaviour in school.

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

PubMed Central

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

2015-01-01

Background Air pollution is a suspected developmental neurotoxicant. Many schools are located in close proximity to busy roads, and traffic air pollution peaks when children are at school. We aimed to assess whether exposure of children in primary school to traffic-related air pollutants is associated with impaired cognitive development. Methods and Findings We conducted a prospective study of children (n = 2,715, aged 7 to 10 y) from 39 schools in Barcelona (Catalonia, Spain) exposed to high and low traffic-related air pollution, paired by school socioeconomic index; children were tested four times (i.e., to assess the 12-mo developmental trajectories) via computerized tests (n = 10,112). Chronic traffic air pollution (elemental carbon [EC], nitrogen dioxide [NO2], and ultrafine particle number [UFP; 10–700 nm]) was measured twice during 1-wk campaigns both in the courtyard (outdoor) and inside the classroom (indoor) simultaneously in each school pair. Cognitive development was assessed with the n-back and the attentional network tests, in particular, working memory (two-back detectability), superior working memory (three-back detectability), and inattentiveness (hit reaction time standard error). Linear mixed effects models were adjusted for age, sex, maternal education, socioeconomic status, and air pollution exposure at home. Children from highly polluted schools had a smaller growth in cognitive development than children from the paired lowly polluted schools, both in crude and adjusted models (e.g., 7.4% [95% CI 5.6%–8.8%] versus 11.5% [95% CI 8.9%–12.5%] improvement in working memory, p = 0.0024). Cogently, children attending schools with higher levels of EC, NO2, and UFP both indoors and outdoors experienced substantially smaller growth in all the cognitive measurements; for example, a change from the first to the fourth quartile in indoor EC reduced the gain in working memory by 13.0% (95% CI 4.2%–23.1%). Residual confounding for social class could not be discarded completely; however, the associations remained in stratified analyses (e.g., for type of school or high-/low-polluted area) and after additional adjustments (e.g., for commuting, educational quality, or smoking at home), contradicting a potential residual confounding explanation. Conclusions Children attending schools with higher traffic-related air pollution had a smaller improvement in cognitive development. PMID:25734425

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

PubMed

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

2015-03-01

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