Young Children Playing Together: A Choice of Engagement

ERIC Educational Resources Information Center

Anderson, Babs

2018-01-01

This article highlights the findings of an empirical research project, using an ethnographic approach, taking place over one academic year. It investigates the different forms of engagement that children may present, when acting in free play situations in a nursery in NW England, without direct adult intervention. This range of engagement includes…

Teaching Play Skills to Young Children with Autism

ERIC Educational Resources Information Center

Jung, Sunhwa; Sainato, Diane M.

2013-01-01

Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

Pilot Randomized Trial of Active Music Engagement Intervention Parent Delivery for Young Children With Cancer.

PubMed

Robb, Sheri L; Haase, Joan E; Perkins, Susan M; Haut, Paul R; Henley, Amanda K; Knafl, Kathleen A; Tong, Yan

2017-03-01

To examine the feasibility/acceptability of a parent-delivered Active Music Engagement (AME + P) intervention for young children with cancer and their parents. Secondary aim to explore changes in AME + P child emotional distress (facial affect) and parent emotional distress (mood; traumatic stress symptoms) relative to controls. A pilot two-group randomized trial was conducted with parents/children (ages 3-8 years) receiving AME + P ( n  =  9) or attention control ( n  =  7). Feasibility of parent delivery was assessed using a delivery checklist and child engagement; acceptability through parent interviews; preliminary outcomes at baseline, postintervention, 30 days postintervention. Parent delivery was feasible, as they successfully delivered AME activities, but interviews indicated parent delivery was not acceptable to parents. Emotional distress was lower for AME + P children, but parents derived no benefit. Despite child benefit, findings do not support parent delivery of AME + P. © The Author 2016. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Engaging Young Children in Research through Photo Elicitation

ERIC Educational Resources Information Center

Pyle, Angela

2013-01-01

Embracing the new sociology of childhood, this paper describes a participatory research method built on a belief in the competency of young children. The paper begins with a critical review of the photo elicitation literature exploring the varied levels of children's participation. Drawing on the strengths of the previous research, a multi-step…

The nature of connections: young fathers and their children.

PubMed

Saleh, Mahasin F; Buzi, Ruth S; Weinman, Maxine L; Smith, Peggy B

2005-01-01

The purpose of this study was to examine the involvement of young fathers with their children at entry to a fatherhood program and at subsequent follow-up. Thirty-eight young fathers participated in this analysis. Using open-ended questions at intake and subsequent follow-up, they were asked to describe in their own words their relationships with their children. A thematic analysis was used to explore their self-reported statements. Three themes emerged from the analysis: Positive Emotionality, Accessibility, and Engagement. A comparison between thematic categories at intake and follow-up revealed that the most dramatic shift occurred in regard to Engagement. A third of the young fathers shifted from describing Positive Emotionality at intake to the more active process of Engagement at follow-up. The area that showed little change between intake to follow-up was related to Accessibility. These findings may suggest that for young fathers, becoming more involved with their children is a process which can be facilitated by participating in a fatherhood program.

Joint Engagement and Early Language in Young Children With Fragile X Syndrome

PubMed Central

Brady, Nancy C.; Fleming, Kandace K.; Warren, Steven F.

2016-01-01

Purpose In this study, we examine joint engagement (JE) in young children with fragile X syndrome (FXS) and its relationship to language abilities and autism spectrum disorder symptomatology at 24 to 36 months (toddler period) and 59 to 68 months (child period). Method Participants were 28 children with FXS (24 boys, four girls) and their mothers. Videotaped home observations were conducted during the toddler period and coded for JE. Language abilities were measured at both ages from a developmental assessment, a functional measure, and from a language sample. The Childhood Autism Rating Scale (Schopler, Reichler, & Renner, 1988) was completed at both ages. Results Children with FXS spent more time in supported JE than in coordinated JE. Using a weighted JE variable, we found that children with FXS who had higher weighted JE scores also had more advanced expressive language skills at both the toddler and child periods. Weighted JE was negatively related to autism symptomatology in the toddler period. Conclusion This study provides evidence that children with FXS who use more JE also have more advanced expressive language skills in early development. Therefore, existing early interventions that target JE behaviors may be effective for promoting language, social communication, and social interaction in this population. PMID:27681878

Observing Young Children's Creative Thinking: Engagement, Involvement and Persistence

ERIC Educational Resources Information Center

Robson, Sue; Rowe, Victoria

2012-01-01

This paper looks at young children's creative thinking as inferred through observations of their activities. A total of 52 episodes of child-initiated and adult-initiated activities in 3- to 4-year-olds in an English Children's Centre were analysed using the Analysing Children's Creative Thinking (ACCT) Framework. Results showed that activities…

Children's Comprehension of Informational Text: Reading, Engaging, and Learning

ERIC Educational Resources Information Center

Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria

2011-01-01

The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…

An Integrated Play-Based Curriculum for Young Children

ERIC Educational Resources Information Center

Saracho, Olivia N.

2011-01-01

Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and…

Interpersonal Engagement Mediates the Relation between Maternal Affect and Externalising Behaviour in Young Children with Type 1 Diabetes

PubMed Central

Chisholm, Vivienne; Gonzalez, Andrea; Atkinson, Leslie

2014-01-01

Mother-child interactions around a shared activity have been shown to play a key role in the development of young children’s capacity to interact cooperatively with others. This evidence is particularly germane to type 1 diabetes (T1D) management in younger children where cooperation with parental treatment efforts is crucial for treatment success and where maternal distress and child behavioural problems are risk factors for treatment management, biomedical and psychological outcomes. In 49 4-to-8 year old children with T1D, we investigated whether the association between maternal affect and child problematic behaviour is mediated by mother-child interactions in the context of a T1D-relevant collaborative problem-solving activity. Mothers completed standardised measures of maternal and child psychological adjustment and interacted with their children in the problem-solving activity, analysed for quality of interpersonal engagement based on evaluations of maternal (sensitivity and cognitive stimulation) and dyadic (joint attention and warmth) behaviours. Mediation analyses confirmed the hypothesis that interpersonal engagement mediates the relation between maternal affective state and child behavioural problems. Specifically, more negative maternal affect is associated with lower levels of interpersonal engagement; these less engaged interactions in turn are associated with more behavioural problems in children. These findings are consistent with research involving typically developing children. The implications of our findings are twofold. First, in the context of psychological adjustment to T1D, maternal affect and mother-child interactions are 2 potential targets for interventions which promote cooperative interactions. Second, understanding and caring for children at biological risk requires attention to developmental psychology theory and method; in particular, research addressing parent-child cooperation carries both conceptual and clinical relevance. PMID

Young Children's Explorations: Young Children's Research?

ERIC Educational Resources Information Center

Murray, Jane

2012-01-01

"Exploration" is recognised as research behaviour; anecdotally, as an early years' teacher, I witnessed many young children exploring. However, young children's self-initiated explorations are rarely regarded as research by adult researchers and policy-makers. The exclusion of young children's autonomous explorations from recognition as…

Service Engagement in Interventions for Street-Connected Children and Young People: A Summary of Evidence Supplementing a Recent Cochrane-Campbell Review

ERIC Educational Resources Information Center

Hossain, Rosa; Coren, Esther

2015-01-01

Background: This paper builds on a Cochrane-Campbell systematic review of interventions that reduce harms and promote reintegration in street-connected children and young people focusing on intervention outcomes. The aim of the present analysis is to explore questions raised in the systematic review over the potential role of service engagement in…

Evaluating Otto the Auto: Does Engagement in an Interactive Website Improve Young Children's Transportation Safety?

PubMed

Schwebel, David C; Johnston, Anna; Shen, Jiabin; Li, Peng

2017-07-19

Transportation-related injuries are a leading cause of pediatric death, and effective interventions are limited. Otto the Auto is a website offering engaging, interactive activities. We evaluated Otto among a sample of sixty-nine 4- and 5-year-old children, who participated in a randomized parallel group design study. Following baseline evaluation, children engaged with either Otto or a control website for 2 weeks and then were re-evaluated. Children who used Otto failed to show increases in transportation safety knowledge or behavior compared to the control group, although there was a dosage effect whereby children who engaged in the website more with parents gained safer behavior patterns. We conclude Otto may have some efficacy when engaged by children with their parents, but continued efforts to develop and refine engaging, effective, theory-driven strategies to teach children transportation safety, including via internet, should be pursued.

Family Ties and Young Fathers’ Engagement in Cape Town, South Africa

PubMed Central

Clark, Shelley; Cotton, Cassandra; Marteleto, Leticia J.

2015-01-01

Young South African fathers are often engaged in their children’s lives even if they do not live together. Using longitudinal data on children (n = 1,209) from the Cape Town area, the authors show that although only 26% of young fathers live with their children, 66% of nonresidential fathers maintain regular contact, and 61% provide financial support. The father–child relationship, however, is embedded in broader family ties. The type of father–mother relationship is strongly associated with whether fathers coreside with their children, but not with fathers’ contact with nonresidential children. Close mother and maternal grandmother bonds reduce the likelihood that fathers live with their children, whereas close ties between fathers and paternal grandmothers increase the chance that fathers visit nonresidential children. Family ties do not affect fathers’ financial contributions, which are driven by men’s current economic situation. These findings illustrate that father–child relationships are best understood in the context of interacting family systems. PMID:25774066

Inhibited attachment behaviour and disinhibited social engagement behaviour as relevant concepts in referred home reared children.

PubMed

Scheper, F Y; Abrahamse, M E; Jonkman, C S; Schuengel, C; Lindauer, R J L; de Vries, A L C; Doreleijers, T A H; Jansen, L M C

2016-07-01

Disorders of attachment and social engagement have mainly been studied in children, reared in institutions and foster care. There are few studies amongst home reared children living with biological parents. The aim of this study was to test the clinical significance of inhibited attachment behaviour and disinhibited social engagement behaviour in young home reared children, referred for treatment of emotional and behavioural problems, compared with young children in treatment foster care. The Disturbances of Attachment Interview, Maltreatment Classification System, the Child Behaviour Checklist and Parenting Stress Index were used in 141 referred home reared children and 59 referred foster children, aged 2.0-7.9 years (M = 4.7, SE = 1.3), 71% boys. Inhibited attachment behaviour was less prevalent in the referred home reared group (9%) than in the foster care group (27%). Disinhibited social engagement behaviour was found in 42% of the home reared group, similar to the foster care group. Inhibited attachment behaviour and disinhibited social engagement behaviour were not associated with child maltreatment. More inhibited attachment behaviour was associated with clinical levels of child internalizing and externalizing behaviour in the home reared group, not in the foster care group. In both groups, more disinhibited social engagement behaviour was associated with clinical levels of externalizing behaviour and with more parenting stress. Even without evident links to maltreatment, results of this study suggest clinical significance of inhibited attachment behaviour and disinhibited social engagement behaviour in young home reared children referred for treatment of emotional and behavioural problems. © 2016 John Wiley & Sons Ltd.

A Typology for Observing Children's Engagement with eBooks at Preschool

ERIC Educational Resources Information Center

Roskos, Kathleen; Burstein, Karen; You, Byeong-Keun

2012-01-01

This research reports a two-phase descriptive study of young children's engagement with ebooks conducted in Head Start classrooms. Phase 1 focused on the development of a typology as an analytic framework for observing engagement with ebooks in different formats (shared book; independent book browsing) and across devices (stationary touch screen;…

Involving children and young people in clinical research through the forum of a European Young Persons' Advisory Group: needs and challenges.

PubMed

Gaillard, Segolene; Malik, Salma; Preston, Jenny; Escalera, Begonya Nafria; Dicks, Pamela; Touil, Nathalie; Mardirossian, Sandrine; Claverol-Torres, Joana; Kassaï, Behrouz

2018-02-19

Children and young people are seen as fundamental to the design and delivery of clinical research as active and reflective participants. In Europe, involvement of children and young people in clinical research is promoted extensively in order to engage young people in research as partners and to give them a voice to raise their own issues or opinions and for their involvement in planning and decision making in addition to learning research skills. Children and young people can be trained in clinical research through participation in young person advisory groups (YPAGs). Members of YPAGs assist other children and young people to learn about clinical research and share their experience and point of view with researchers, thereby possibly influencing all phases of research including the development and prioritization of research questions, design and methods, recruitment plans, and strategies for results dissemination. In the long term, the expansion of YPAGs in Europe will serve as a driving force for refining pediatric clinical research. It will help in a better definition of research projects according to the patients' needs. Furthermore, direct engagement of children and young people in research will be favorable to both researchers and young people. © 2018 Société Française de Pharmacologie et de Thérapeutique.

Social spaces for young children in hospital.

PubMed

Lambert, V; Coad, J; Hicks, P; Glacken, M

2014-03-01

In the last number of years heightened interest has been attributed to the impact of hospital environments on children's psychosocial well-being. With policy largely built around adult assumptions, knowledge about what constitutes a child-friendly hospital environment from young children's perspectives has been lacking. If hospital environments are to aspire to being child friendly then the views of younger aged children must be taken into account. The current study investigated young children's perspectives of hospital social spaces to inform the design of the built environment of a new children's hospital. An exploratory qualitative participatory design was employed. Data were collected through semi-structured interviews (one-to-one and group workshops) which incorporated art-based activities to actively engage young children. Fifty-five young children aged 5 to 8 years with various acute and chronic illnesses were recruited from inpatient, outpatient and emergency departments of three children's hospitals. Young children want a diversity of readily available, independently accessible, age, gender and developmentally appropriate leisure and entertainment facilities seamlessly integrated throughout the hospital environment. Such activities were invaluable for creating a positive hospital experience for children by combating boredom, enriching choice and control and reducing a sense of isolation through enhanced socialization. When in hospital, young children want to feel socially connected to the internal hospital community as well as to the outside world. Technology can assist to broaden the spectrum of children's social connectivity when in hospital - to home, school and the wider outside world. While technology offers many opportunities to support children's psychosocial well-being when in confined healthcare spaces, the implementation and operation of such services and systems require much further research in the areas of ethics, facilitation, organizational

Play Behaviors of Parents and Their Young Children with Disabilities

ERIC Educational Resources Information Center

Childress, Dana C.

2011-01-01

Learning to explore, communicate, and interact with others and the environment through play can be problematic for young children with disabilities, but with parental support, children can learn and interact successfully during play activities. To determine how parents engage their preschool children with disabilities in play and what behaviors…

Using Visual Activity Schedules for Young Children with Challenging Behavior

ERIC Educational Resources Information Center

Zimmerman, Kathleen N.; Ledford, Jennifer R.; Barton, Erin E.

2017-01-01

Young children with challenging behavior may require individualized interventions to facilitate improved outcomes. Visual activity schedules (VAS) have been well documented for improving engagement, transition, and recreation behaviors with children with autism spectrum disorder (ASD) and intellectual disabilities (ID). However, children…

Spotlight on Young Children and Assessment

ERIC Educational Resources Information Center

Koralek, Derry

2004-01-01

The articles in this engaging volume, mostly from Young Children, address the purposes of and uses for assessment. Expert commentary from Marian Marion, Gayle Mindes, Richard Clifford, Diane Trister Dodge and others offers an overview of the topic and specific examples to show how assessment informs and improves practice in early childhood…

The Engagement in Musical Activities of Young Children with Varied Hearing Abilities

ERIC Educational Resources Information Center

Chen-Hafteck, Lily; Schraer-Joiner, Lyn

2011-01-01

This multiple case study examined the musical experiences of five hard-of-hearing/deaf children (hearing loss ranging from 35-95 dB) and four typical-hearing children, ages 3-4. Their responses to various musical activities were observed and analysed using flow indicators. It was found that both groups of children: (1) were capable of engaging in…

Young Children's Block Play and Mathematical Learning

ERIC Educational Resources Information Center

Park, Boyoung; Chae, Jeong-Lim; Boyd, Barbara Foulks

2008-01-01

This qualitative study investigated young children's mathematical engagement in play with wooden unit blocks. Two boys, ages 6 and 7, were independently observed completing the task of filling outlined regions with the various sets of blocks. Three major mathematical actions were observed: categorizing geometric shapes, composing a larger shape…

Electronic versus Traditional Storybooks: Relative Influence on Preschool Children's Engagement and Communication

ERIC Educational Resources Information Center

Moody, Amelia K; Justice, Laura M; Cabell, Sonia Q

2010-01-01

The purpose of this study was to examine children's reading engagement and communicative initiations when they were read storybooks in varying media and reading manners, with a focus on understanding the way electronic storybooks (e-storybooks) may affect young children's shared reading experiences. The reading behaviors of 25 preschool-aged…

Complicating the "Public": Enabling Young Women's Participation in Public Engagement Initiatives

ERIC Educational Resources Information Center

Levac, Leah R. E.

2013-01-01

Despite growing attention to both public engagement in policy development, and youth civic engagement, the engagement of young women and young mothers receives little attention. This article proposes guidelines for engaging with young women in provincial public policy development via their participation in public engagement initiatives. Developed…

Graphic-Narrative Play: Young Children's Authoring through Drawing and Telling

ERIC Educational Resources Information Center

Wright, Susan

2007-01-01

This arts-based research illustrates how young children engage in "graphic-narrative play"--a personal fantasy-based experience depicted on paper--while representing imaginary worlds centered on the topic, "what the future will be like". The descriptions show how the children not only made representations, but also manipulated…

Parent Scaffolding of Young Children When Engaged with Mobile Technology.

PubMed

Wood, Eileen; Petkovski, Marjan; De Pasquale, Domenica; Gottardo, Alexandra; Evans, Mary Ann; Savage, Robert S

2016-01-01

Shared parent-child experiences while engaged with an iPad(TM) were examined to determine if and then how parents interact with their children when using mobile digital devices. In total, 104 parent-child dyads participated in an observation session where parent-child interactions using the touchscreen tablet device were video recorded in order to observe first-hand the supports and exchanges between parent and child (age range 46.21-75.9 months). Results indicate that parents provide a great deal of support to their children while interacting with the touchscreen tablet device including verbal, emotional-verbal, physical and emotional-physical supports. The types of support offered did not differ as a function of parent gender or experience with mobile devices (users versus non-users). Overall, parents rated their own experience engaging with the touchscreen tablet and that of their child's positively. Additional survey measures assessed parents' perceptions of their child's technology use and attitudes regarding optimal ages and conditions for introducing and using technology. Most parents indicated a preference for very early introduction to mobile technologies. Implications of these findings are discussed.

Helping Young People Engage with Scientists

ERIC Educational Resources Information Center

Leggett, Maggie; Sykes, Kathy

2014-01-01

There can be multiple benefits of scientists engaging with young people, including motivation and inspiration for all involved. But there are risks, particularly if scientists do not consider the interests and needs of young people or listen to what they have to say. We argue that "dialogue" between scientists, young people and teachers…

Efficacy of Caregiver-Mediated Joint Engagement Intervention for Young Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Chiang, Chung-Hsin; Chu, Ching-Lin; Lee, Tsung-Chin

2016-01-01

Joint attention intervention for children with autism spectrum disorders was focused on improving joint engagement and joint attention skills. The purpose of this study was to develop a caregiver-mediated joint engagement intervention program combined with body movement play to investigate the effects of joint engagement/joint attention skills in…

Listen and learn: engaging young people, their families and schools in early intervention research

PubMed Central

Connor, Charlotte

2017-01-01

Recent policy guidelines highlight the importance of increasing the identification of young people at risk of developing mental health problems in order to prevent their transition to long-term problems, avoid crisis and remove the need for care through specialist mental health services or hospitalisation. Early awareness of the often insidious behavioural and cognitive changes associated with deteriorating mental well-being, however, is difficult, but it is vital if young people, their families and those who work with them are to be fully equipped with the skills to aid early help-seeking. Our early intervention research continues to highlight the necessity of engaging with and listening to the voices of young people, families and those who work with children and young people, in developing greater understanding of why some young people may be more at risk in terms of their mental health, and to provide children and young people with the best mental health support we can. Collaborative working with young people, their families and those who work with them has been an essential dimension of our youth mental health research in Birmingham, UK, enabling us to listen to the personal narratives of those with lived experience and to work alongside them. This paper highlights some of our key studies and how we have endeavoured to make intra-agency working successful at each stage of the research process through increasing use of digital and youth-informed resources to engage young people: a methodology which continues to inform, guide and develop our early intervention research and implementation. PMID:28559370

Excellence in Television for Young Children--Entertainment, Engagement and Empowerment

ERIC Educational Resources Information Center

Harrison, Cathie

2004-01-01

The notion of excellence in early childhood education is increasingly recognised as both subjective and problematic. The search for excellence can be, however, a motivating force for those committed to providing experiences that enrich and enhance the lives of young children within diverse Australian communities. This commitment is shared by the…

Communication and Language Development of Young Children with Autism: A Review of Research in Music

ERIC Educational Resources Information Center

Vaiouli, Potheini; Andreou, Georgia

2018-01-01

Research demonstrates connections among children's music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to…

Young Children Learning from Touch Screens: Taking a Wider View

PubMed Central

Lovato, Silvia B.; Waxman, Sandra R.

2016-01-01

Touch screen devices such as smartphones and tablets are now ubiquitous in the lives of American children. These devices permit very young children to engage interactively in an intuitive fashion with actions as simple as touching, swiping and pinching. Yet, we know little about the role these devices play in very young children’s lives or their impact on early learning and development. Here we focus on two areas in which existing research sheds some light on these issues with children under 3 years of age. The first measures transfer of learning, or how well children use information learned from screens to reason about events off-screen, using object retrieval and word learning tasks. The second measures the impact of interactive screens on parent-child interactions and story comprehension during reading time. More research is required to clarify the pedagogical potential and pitfalls of touch screens for infants and very young children, especially research focused on capabilities unique to touch screens and on the social and cultural contexts in which young children use them. PMID:27486421

Mother-child interactions in young children with excessive physical aggression and in typically developing young children.

PubMed

Urbain-Gauthier, Nadine; Wendland, Jaqueline

2017-07-01

Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child's temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent-child interactions in young children with physical aggression. The purpose of the current study was to evaluate the characteristics of mother-child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother-child interactions in typically developing young children. Mother-child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age  = 3.5 years) and a nonclinical sample ( N = 80, child mean age  = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes). Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers' behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother's attempts to intrude on the child's activity ( r = .64, p < .05). These data show that children with excessive aggressive behavior develop disrupted mother-infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of

Moving off the Page: Tapping into Young Children's Imagination

ERIC Educational Resources Information Center

Miranda, Martina

2015-01-01

This article explores the interplay between young children's spontaneous engagement in learning through their imagination, and the mind-set of the teacher when approaching planning for instruction. Perhaps by connecting with our own imaginative thinking, we can gain insights about our young learners, and find additional strategies to promote…

Structured Work Systems: Supporting Meaningful Engagement in Preschool Settings for Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Carnahan, Christina; Harte, Helene; Schumacher Dyke, Karin; Hume, Kara; Borders, Christy

2011-01-01

Key characteristics of autism include differences in communication, social interaction, and restricted or repetitive activities and interests (American Psychiatric Association, 2000). Because of these differences, active engagement is challenging for many young children with autism spectrum disorders (ASD). However, such engagement in a variety of…

Parent Scaffolding of Young Children When Engaged with Mobile Technology

PubMed Central

Wood, Eileen; Petkovski, Marjan; De Pasquale, Domenica; Gottardo, Alexandra; Evans, Mary Ann; Savage, Robert S.

2016-01-01

Shared parent–child experiences while engaged with an iPadTM were examined to determine if and then how parents interact with their children when using mobile digital devices. In total, 104 parent–child dyads participated in an observation session where parent–child interactions using the touchscreen tablet device were video recorded in order to observe first-hand the supports and exchanges between parent and child (age range 46.21–75.9 months). Results indicate that parents provide a great deal of support to their children while interacting with the touchscreen tablet device including verbal, emotional-verbal, physical and emotional-physical supports. The types of support offered did not differ as a function of parent gender or experience with mobile devices (users versus non-users). Overall, parents rated their own experience engaging with the touchscreen tablet and that of their child’s positively. Additional survey measures assessed parents’ perceptions of their child’s technology use and attitudes regarding optimal ages and conditions for introducing and using technology. Most parents indicated a preference for very early introduction to mobile technologies. Implications of these findings are discussed. PMID:27242603

Center-Based Teaching and Children's Learning: The Effects of Learning Centers on Young Children's Growth and Development

ERIC Educational Resources Information Center

Bottini, Michael; Grossman, Sue

2005-01-01

Many early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom…

Engaging Young Adolescents in School-Based Writing

ERIC Educational Resources Information Center

Yost, Deborah S.; Liang, Ling L.; Vogel, Robert

2014-01-01

How might middle school teachers and schools more appropriately engage early adolescent students in the writing process so that they are motivated and engaged to "want" to write and write well? This article introduces "Writers Matter," an approach designed to engage and motivate young adolescents in the writing process,…

Young Children's Initiation into Family Literacy Practices in the Digital Age

ERIC Educational Resources Information Center

Marsh, Jackie; Hannon, Peter; Lewis, Margaret; Ritchie, Louise

2017-01-01

This article reports a study that explored young children's digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and…

The Role of Pictures in Picture Books on Children's Cognitive Engagement with Mathematics

ERIC Educational Resources Information Center

Elia, Iliada; van den Heuvel-Panhuizen, Marja; Georgiou, Alexia

2010-01-01

The present study examines the cognitive activity that is evoked in young children when they are read a picture book that is written for the purpose of teaching mathematics. The focus of this study is to explore the effects of pictures on children's spontaneous mathematical cognitive engagement. The study is based on the assumption that the…

The Impact of Reading to Engage Children with Autism in Language and Learning (RECALL)

ERIC Educational Resources Information Center

Whalon, Kelly; Martinez, Jose R.; Shannon, Darbianne; Butcher, Colleen; Hanline, Mary Frances

2015-01-01

A multiple baseline across participants design was used to investigate the impact of RECALL (Reading to Engage Children With Autism in Language and Learning) on the correct, unprompted responding and initiations of young children with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention based on dialogic reading. RECALL…

Listen and learn: engaging young people, their families and schools in early intervention research.

PubMed

Connor, Charlotte

2017-06-01

Recent policy guidelines highlight the importance of increasing the identification of young people at risk of developing mental health problems in order to prevent their transition to long-term problems, avoid crisis and remove the need for care through specialist mental health services or hospitalisation. Early awareness of the often insidious behavioural and cognitive changes associated with deteriorating mental well-being, however, is difficult, but it is vital if young people, their families and those who work with them are to be fully equipped with the skills to aid early help-seeking. Our early intervention research continues to highlight the necessity of engaging with and listening to the voices of young people, families and those who work with children and young people, in developing greater understanding of why some young people may be more at risk in terms of their mental health, and to provide children and young people with the best mental health support we can. Collaborative working with young people, their families and those who work with them has been an essential dimension of our youth mental health research in Birmingham, UK, enabling us to listen to the personal narratives of those with lived experience and to work alongside them. This paper highlights some of our key studies and how we have endeavoured to make intra-agency working successful at each stage of the research process through increasing use of digital and youth-informed resources to engage young people: a methodology which continues to inform, guide and develop our early intervention research and implementation. 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/.

Floating Experiences: Empowering Early Childhood Educators to Encourage Critical Thinking in Young Children through the Visual Arts

ERIC Educational Resources Information Center

Danko-McGhee, Kathy; Slutsky, Ruslan

2007-01-01

Engagement in the arts nurtures the development of cognitive, social, and personal competencies. When well taught, the arts provide young children with authentic learning experiences that engage their minds. To get children to think critically, teachers ought to become comfortable with the problem-solving process themselves. This article…

Talk to Me, Baby! How You Can Support Young Children's Language Development

ERIC Educational Resources Information Center

Bardige, Betty S.

2009-01-01

Playful, engaging talk with young children is much more than a social activity: it's the foundation of language, intellectual, and social-emotional development, and it's also the key to narrowing the achievement gap between children from different socioeconomic backgrounds. Now there's a practical, easy-to-read guidebook that shows professionals…

Parental Perceptions of the Role of Media and Technology in Their Young Children's Lives

ERIC Educational Resources Information Center

Vittrup, Brigitte; Snider, Sharla; Rose, Katherine K; Rippy, Jacqueline

2016-01-01

The purpose of this study was to survey parental media attitudes and perceptions of their children's knowledge and engagement with various media technologies, as well as to explore the children's actual knowledge and experience with these tools. A total of 101 US parents of young children (ages 2-7 years) and 39 children (ages 3-6 years)…

ASSESSMENT OF YOUNG CHILDREN'S POTENTIAL PESTICIDE EXPOSURE FOLLOWING A RESIDENTIAL PESTICIDE APPLICATION. PART II - USE OF THE MACROACTIVITY APPROACH

EPA Science Inventory

Young children may be more susceptible to pesticides because they are undergoing rapid physiological and behavioral development. In addition, young children, as compared to adults, are more likely to engage in activities (i.e., playing, sitting on the floor) in which they may ...

Reflections on Practical Approaches to Involving Children and Young People in the Data Analysis Process

ERIC Educational Resources Information Center

Coad, Jane; Evans, Ruth

2008-01-01

This article reflects on key methodological issues emerging from children and young people's involvement in data analysis processes. We outline a pragmatic framework illustrating different approaches to engaging children, using two case studies of children's experiences of participating in data analysis. The article highlights methods of…

Developmental Antecedents of Young Adult Civic Engagement

ERIC Educational Resources Information Center

Obradovic, Jelena; Masten, Ann S.

2007-01-01

Civic engagement was studied in relation to overall development in adolescence, emerging adulthood, and young adulthood to examine how earlier activity involvement and success in prior and concurrent age-salient domains of competence may contribute to 2 forms of civic engagement in adulthood (citizenship and volunteering). Data on 163 youth were…

Identification of Emerging Self-Injurious Behavior in Young Children: A Preliminary Study

ERIC Educational Resources Information Center

Kurtz, Patricia F.; Chin, Michelle D.; Huete, John M.; Cataldo, Michael F.

2012-01-01

Self-injurious behavior (SIB) is a chronic disorder that often begins in early childhood; however, few studies have examined the onset of SIB in young children. This preliminary study reports on the identification, assessment, and observation of SIB in 32 children who had begun to engage in SIB within the previous 6 months. Participants were under…

Reading Picture Books and Learning Science: Engaging Young Children with Informational Text

ERIC Educational Resources Information Center

Mantzicopoulos, Panayota; Patrick, Helen

2011-01-01

The authors draw from the research literature and from their work with the Scientific Literacy Project (SLP) in kindergarten classrooms to address the inclusion of science picture books in the curriculum. They describe features and functions of informational texts, discuss teachers' common concerns about providing young children with experiences…

Authority and Agency in Young Children's Early Number Work: A Functional Linguistic Perspective

ERIC Educational Resources Information Center

Murphy, Carol

2015-01-01

This paper presents a preliminary study of three six year-old children's use of functional language when engaging collaboratively on a mathematics task. The analysis is presented as an illustration of young children's authority and agency in mathematics as evidenced in their discourse. Modality, as a function of language, was seen to indicate…

Evidence-Based Interventions for Depressed Mothers and their Young Children

PubMed Central

Goodman, Sherryl H.; Garber, Judy

2016-01-01

Depression in mothers is a significant risk factor for the development of maladjustment in children. This paper focuses on modifiable risk processes linking depression in mothers and adaptation in their young children (i.e., infancy through preschool-age). First, the authors present evidence of the efficacy of interventions for reducing the primary source of risk – maternal depression. Second, they describe a central mechanism – parenting behaviors – underlying the relation between maternal depression and children’s adjustment. Third, the authors recommend two different integrated interventions that successfully treat mothers’ depression and enhance parenting skills with infants and young children. Finally, the paper notes the possible need for supplementary interventions to address severity and comorbidity of mothers’ depression, barriers to engaging in treatment, and the sustainability of program benefits. PMID:28160275

Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children with Autism

ERIC Educational Resources Information Center

Ledford, Jennifer R.; Lane, Justin D.; Shepley, Collin; Kroll, Sarah M.

2016-01-01

Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored…

The specificity of reciprocity: Young children reciprocate more generously to those who intentionally benefit them.

PubMed

Vaish, Amrisha; Hepach, Robert; Tomasello, Michael

2018-03-01

Young children engage in direct reciprocity, but the mechanisms underlying such reciprocity remain unclear. In particular, prior work leaves unclear whether children's reciprocity is simply a response to receiving benefits (regardless of whether the benefits were intended) or driven by a mechanism of rewarding or preferring all benefactors (regardless of whom they benefited). Alternatively, perhaps children engage in genuine reciprocity such that they are particularly prosocial toward benefactors who intentionally provided them with benefits. Our findings support this third, richer possibility; the 3-year-olds who received benefits through the good intentions of a benefactor were subsequently more generous toward the benefactor than children who either (a) received the same benefits from the benefactor unintentionally or (b) observed the benefactor bestow the same benefits on another individual. Thus, young children are especially motivated to benefit those who have demonstrated goodwill toward them, suggesting, as one possible mechanism, an early sense of gratitude. Copyright © 2017 Elsevier Inc. All rights reserved.

Supporting Young Children with Multiple Disabilities: What Do We Know and What Do We Still Need to Learn?

ERIC Educational Resources Information Center

Horn, Eva; Kang, Jean

2012-01-01

Young children with multiple disabilities have unique needs and challenges. Many of these young children struggle to communicate their wants and needs, to freely move their body to access and engage their world, and to learn abstract concepts and ideas. Professionals and families working together must identify the individual supports each child…

Achieving a Global Mind-Set at Home: Student Engagement with Immigrant Children

ERIC Educational Resources Information Center

Dallinger, Carolyn

2017-01-01

Developing a global mind-set in college students is a goal of many colleges and universities. Most often this goal is met by encouraging students to study abroad. This article explains how a service learning student engagement program at home achieves this goal by pairing Introduction to Sociology students with young immigrant children in a weekly…

Frontal brain activation in young children during picture book reading with their mothers

PubMed Central

Ohgi, Shohei; Loo, Kek Khee; Mizuike, Chihiro

2010-01-01

Aim This study was to measure changes in frontal brain activation in young children during picture book reading with their mothers. Methods The cross-sectional sample consisted of 15 young Japanese children (8 girls and 7 boys, mean age 23.1±3.4). Two experimental tasks were presented as follows: Task 1 (picture book reading with their mothers); Task 2 (viewing of book-on-video). Duration of task stimulus was 180 sec and the 60 sec interval was filled. Brain activation was measured using an optical topography system. Results Significant increases in oxy-Hb were observed in both right and left frontal areas in response to Task 1 compared to Task 2. There were significant correlations between child’s brain activity and mothers’ and children’s verbal – nonverbal behaviors. Conclusion There was greater frontal lobe activation in children when they were engaged in a picture book reading task with their mothers, as opposed to passive viewing of a videotape in which the story was read to them. Social and verbal engagement of the mother in reading picture books with her young child may mediate frontal brain activity in the child. PMID:19849672

Every Nursery Needs a Garden: A Step-by-Step Guide to Creating and Using a Garden with Young Children

ERIC Educational Resources Information Center

Watts, Ann

2011-01-01

A garden can be a magical place for young children and offers them rich and engaging learning experiences as they interact with a variety of plants and wildlife throughout the year. This book guides you through the process of creating a garden, however small, for young children. It looks at the impact a garden area can have on children's overall…

Art messaging to engage homeless young adults.

PubMed

Nyamathi, Adeline; Slagle, Alexandra; Thomas, Alexandra; Hudson, Angela; Kahilifard, Farinaz; Avila, Glenna; Orser, Julie; Cuchilla, Manuel

2011-01-01

Art has been shown to be an empowering and engaging entity with numerous benefits to vulnerable populations, including the homeless persons and young adults. However, little is known how homeless young adults perceive the use of art as messages that can communicate the danger of initiating or continuing drug and alcohol use. The purpose of this study was to solicit perspectives of homeless, drug-using young adults as to how art can be used to design messages for their peers about the danger of initiating or continuing drug and alcohol use. Qualitative methodology via focus group discussions was utilized to engage 24 homeless young adults enrolled from a drop-in site in Santa Monica, California. The findings revealed support for a myriad of delivery styles, including in-person communication, flyers, music, documentary film, and creative writing. The young adults also provided insight into the importance of the thematic framework of messages. Such themes ranged from empowering and hopeful messages to those designed to scare young homeless adults into not experimenting with drugs. The findings indicate that in addition to messages communicating the need to prevent or reduce drug and alcohol use, homeless young adults respond to messages that remind them of goals and dreams they once had for their future, and to content that is personal, real, and truthful. Our research indicates that messages that reinforce protective factors such as hope for the future and self-esteem may be as important to homeless young adults as information about the risks and consequences of drug use.

The Assessment of Elaborated Role-Play in Young Children: Invisible Friends, Personified Objects, and Pretend Identities

ERIC Educational Resources Information Center

Taylor, Marjorie; Sachet, Alison B.; Maring, Bayta L.; Mannering, Anne M.

2013-01-01

Role-play (i.e., pretending in which children imagine and act out the part of another individual) was assessed with child interviews and parent questionnaires about invisible friends, personified objects, and pretend identities in a sample of 208 young children. Children who engaged in role-play did not differ from other children in age or…

Prevalence and risk factors of maladaptive behaviour in young children with Autistic Disorder

PubMed Central

Hartley, S. L.; Sikora, D. M.; McCoy, R.

2010-01-01

Background Children with Autistic Disorder (AD) evidence more co-occurring maladaptive behaviours than their typically developing peers and peers with intellectual disability because of other aetiologies. The present study investigated the prevalence of Clinically Significant maladaptive behaviours during early childhood and identified at-risk subgroups of young children with AD. Method Parents rated their child’s maladaptive behaviours on the Child Behaviour Checklist (CBCL) in 169 children with AD aged 1.5 to 5.8 years. Results One-third of young children with AD had a CBCL Total Problems score in the Clinically Significant range. The highest percentage of Clinically Significant scores were in the Withdrawal, Attention, and Aggression CBCL syndrome scales. There was a high degree of co-morbidity of Clinically Significant maladaptive behaviours. Several subject characteristic risk factors for maladaptive behaviours were identified. Conclusions Findings highlight the need to include behavioural management strategies aimed at increasing social engagement, sustained attention and decreasing aggressive behaviour in comprehensive intervention programmes for young children with AD. PMID:18444989

Young children's after-school activities - there's more to it than screen time: a cross-sectional study of young primary school children.

PubMed

Engelen, Lina; Bundy, Anita C; Bauman, Adrian; Naughton, Geraldine; Wyver, Shirley; Baur, Louise

2015-01-01

Children can spend substantial amounts of leisure time in sedentary activities, dominated by TV/screen time. However, objective real-time measurement of activities after school among young school children is seldom described. School children (n = 246, 5-7 years old, mean 6.0) and their parents were recruited by random selection from 14 schools across Sydney, Australia. Parents used a real-time objective measure (Experience Sampling Method, ESM) to record children's activities and whether they were indoors or outdoors at 3 random times each day after school. Data were collected across 4 weekdays in 1 week and then, 13 weeks later, another 4 weekdays in 1 week. Results were based on 2940 responses from 214 child-parent dyads showed that 25% of behavior involved physical activity, 51% was spent in sedentary activities, and 22% was TV/screen time. Most instances (81%) occurred indoors. Despite a high proportion of TV/screen time, children were also engaged in a range of other sedentary and physically active pursuits after school. Hence TV/screen time is not a suitable proxy for all sedentary behavior, and it is important to gather information on other non-screen-based sedentary and physically active behaviors. Future research is warranted to further investigate after-school activities in young primary school children.

Reported care giver strategies for improving drinking water for young children.

PubMed

McLennan, John D; Farrelly, Ashley

2010-11-01

Care givers may engage in a variety of strategies to try and improve drinking water for children. However, the pattern of these efforts is not well known, particularly for young children in high-risk situations. The objective of this study was to determine care giver-reported strategies for young children with (1) undernutrition and (2) living in an unplanned poor peri-urban community in the Dominican Republic. Practices reported by care givers of young children from a community and clinic group were extracted from interviews conducted between 2004 and 2008 (n = 563). These results were compared to two previous similar samples interviewed in 1997 (n = 341). Bottled water is currently the most prevalent reported strategy for improving drinking water for young children. Its use increased from 6% to 69% in the community samples over the last decade and from 13% to 79% in the clinic samples. Boiling water continues to be a common strategy, particularly for the youngest children, though its overall use has decreased over time. Household-level chlorination is infrequently used and has dropped over time. Care givers are increasingly turning to bottled water in an attempt to provide safe drinking water for their children. While this may represent a positive trend for protecting children from water-transmitted diseases, it may represent an inefficient approach to safe drinking water provision that may place a financial burden on low-income families.

Engagement with Young Adult Literature: Outcomes and Processes

ERIC Educational Resources Information Center

Ivey, Gay; Johnston, Peter H.

2013-01-01

This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self-selected, self-paced reading of compelling young adult literature. The primary data were 71 end-of-year student interviews, supported by end-of-year teacher interviews, biweekly observational data,…

Young Children's Engagement and Learning Opportunities in a Cooking Activity with Parents and Older Siblings

ERIC Educational Resources Information Center

Finn, Lauren; Vandermaas-Peeler, Maureen

2013-01-01

Parents teach their children through informal social interactions in a process known as guided participation (Rogoff, 1990). Although most research focuses on parent-child dyads, young children also learn from older siblings and parents through shared participation in daily activities. Utilizing a structured observational design, the authors…

Making sense of autism: Progressive engagement with science among parents of young, recently diagnosed autistic children.

PubMed

Feinstein, Noah Weeth

2014-07-01

This exploratory study examines the significance of science to parents whose children were recently diagnosed with an autism spectrum disorder. It asks: (I) In what manner did science emerge in parents' concerns and resources as they attempted to understand and advocate for their children? (2) Did some parents engage with science in a qualitatively deeper or more intense manner? Using longitudinal data from interviews and a novel data collection strategy called engagement mapping, it shows that parents asked questions and used resources that were strongly associated with science, but these were vastly outnumbered by "near-science" concerns and resources that mingled meanings from science and daily life. Several parents in the study wove together concerns and resources in an iterative pattern referred to here as progressive engagement with science.

Engaging Scottish Young Offenders in Education through Music and Art

ERIC Educational Resources Information Center

Anderson, Kirstin; Overy, Katie

2010-01-01

This study examined music and art classes as a way to engage young offenders in education, and to see if such engagement had an effect on their further participation in education, self-esteem, self-control, behaviour and literacy skills. The arts are often discussed as being an inviting and safe method of entry for young offenders who may have had…

Obstacles to engaging in young driver licensing: Perspectives of parents.

PubMed

Naz, Sehana; Scott-Parker, Bridie

2017-02-01

Young novice drivers remain at greater risk of injury and death despite a wealth of interventions including graduated driver licensing (GDL) programs. The key to implementing safer practices inherent in GDL appears to lie with optimising the role of parents. This qualitative research explored the parent's perspectives of obstacles to engaging in the driver licensing process within a GDL program. Parents also shared advice on what they found helpful, and where relevant, recommended changes in the process to enable safer practices for young drivers. Twenty-three parents (aged 35-60 years, M=49.52, SD=8.01, 11 males) participated in semi-structured interviews regarding licensing experiences with their young driver children. The young drivers included learner (n=11), provisional (restricted/intermediate) (n=9) and open (unrestricted/full) licence drivers (n=3), ranging from 16 to 24 years (M=18.04, SD=2.21, 13 males). Content analysis revealed that most obstacles were encountered at the learner licensing phase, with the parent-reported difficult temperament of the learner driver the most prominent. Unsurprisingly, advice to other parents to be patient and remain calm featured heavily during the same phase. Anxiety from not having control of the vehicle was another obstacle at the learner phase, translating to anxieties for child safety in the early stages of provisional driving. Recommendations for the current GDL included more rigorous road rule testing, with general support for the program, professional driver training at learner and provisional stages facilitated parental engagement through the licensing phases. The findings overwhelmingly suggest a need for parents to be educated regarding their importance in, and of, the driver licensing process, and the efficacy of their instruction, content and practices. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Early Social Engagement Intervention for Young Children with Autism and Their Parents

ERIC Educational Resources Information Center

Vernon, Ty W.; Koegel, Robert L.; Dauterman, Hayley; Stolen, Kathryn

2012-01-01

The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized…

3-D Mind Maps: Placing Young Children in the Centre of Their Own Learning

ERIC Educational Resources Information Center

Howitt, Christine

2009-01-01

Three-dimensional mind maps are a highly effective tool for providing engaging, kinaesthetic and sensory experiences for young children, with real objects used to promote the sharing of knowledge and the creation of connections. The use of real objects allows children the opportunity to connect with those objects at a personal level, thus placing…

Multimodal Children's E-Books Help Young Learners in Reading

ERIC Educational Resources Information Center

Morgan, Hani

2013-01-01

Many children struggle with reading and are seldom engaged in this process when teachers assign them to read. Young learners may lack motivation to read an dislike this activity because they have had frequently have unpleasant experiences with reading. If educators fail to provide support for struggling readers, these pupils will likely experience…

African american mothers' self-described discipline strategies with young children.

PubMed

Lecuyer, Elizabeth A; Christensen, Julie J; Kearney, Margaret H; Kitzman, Harriet J

2011-01-01

African American families have been described as using higher levels of non-abusive physical discipline with their children than European American families. Few if any studies have documented AA families' use of disciplinary strategies in their own words, however, or their reasons for their use. In this qualitative study, 51 African American mothers from a 1992 Memphis sample described their disciplinary strategies with their 12 to 19 month old children. Seventy-seven percent of mothers described using verbal teaching along with non-abusive physical discipline, such as tapping their children's hands. Mothers also expressed concern about being too strict, described awareness of their children's developmental limits, and used non-physical disciplinary methods, consistent with positive accepting parent-child relationships. These findings are important because the low-income girls who experienced such parenting in the 1990s are now young mothers themselves. Current practice guidelines encourage new mothers to think about how they themselves were parented; the knowledge from this study may assist practitioners to engage present-day African American mothers in supportive discussions about physical and non-physical discipline methods with young children.

Theorising Digital Play: A Cultural-Historical Conceptualisation of Children's Engagement in Imaginary Digital Situations

ERIC Educational Resources Information Center

Fleer, Marilyn

2016-01-01

In the early childhood education literature, a growing number of studies have referenced "digital play." Many of these studies seek to describe how young children play with digital devices, notably, how they engage with different kinds of apps. This work collectively illustrates a range of play behaviours where a number of important…

Young Children's Reading for Pleasure with Digital Books: Six Key Facets of Engagement

ERIC Educational Resources Information Center

Kucirkova, Natalia; Littleton, Karen; Cremin, Teresa

2017-01-01

This paper offers a new characterisation of young children's (2-8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft's conceptualisation of twenty-first century childhoods in "Creativity and education futures" (Stoke on Trent, Trentham, 2011) and a review of the…

Exposure and Use of Mobile Media Devices by Young Children.

PubMed

Kabali, Hilda K; Irigoyen, Matilde M; Nunez-Davis, Rosemary; Budacki, Jennifer G; Mohanty, Sweta H; Leister, Kristin P; Bonner, Robert L

2015-12-01

Research on children's use of mobile media devices lags behind its adoption. The objective of this study was to examine young children's exposure to and use of mobile media devices. Cross-sectional study of 350 children aged 6 months to 4 years seen October to November 2014 at a pediatric clinic in an urban, low-income, minority community. The survey was adapted from Common Sense Media's 2013 nationwide survey. Most households had television (97%), tablets (83%), and smartphones (77%). At age 4, half the children had their own television and three-fourths their own mobile device. Almost all children (96.6%) used mobile devices, and most started using before age 1. Parents gave children devices when doing house chores (70%), to keep them calm (65%), and at bedtime (29%). At age 2, most children used a device daily and spent comparable screen time on television and mobile devices. Most 3- and 4-year-olds used devices without help, and one-third engaged in media multitasking. Content delivery applications such as YouTube and Netflix were popular. Child ownership of device, age at first use, and daily use were not associated with ethnicity or parent education. Young children in an urban, low-income, minority community had almost universal exposure to mobile devices, and most had their own device by age 4. The patterns of use suggest early adoption, frequent and independent use, and media multitasking. Studies are urgently needed to update recommendations for families and providers on the use of mobile media by young children. Copyright © 2015 by the American Academy of Pediatrics.

Uncovering Pre-Service Teacher Beliefs about Young Children: A Photographic Elicitation Methodology

ERIC Educational Resources Information Center

Stockall, Nancy; Davis, Sara

2011-01-01

This illustrative paper provides an introduction to using mixed qualitative methods of photo-elicitation, face to face interviews and semiotic analysis to uncover pre-service students' beliefs about young children. The researchers share their experience on conducting a study using photo-elicitation and engaging pre-service teachers in a discussion…

Development of Joint Engagement in Young Deaf and Hearing Children: Effects of Chronological Age and Language Skills

ERIC Educational Resources Information Center

Cejas, Ivette; Barker, David H.; Quittner, Alexandra L.; Niparko, John K.

2014-01-01

Purpose: To evaluate joint engagement (JE) in age-matched children with and without hearing and its relationship to oral language skills. Method: Participants were 180 children with severe-to-profound hearing loss prior to cochlear implant surgery, and 96 age-matched children with normal hearing; all parents were hearing. JE was evaluated in a…

Engaging young people with our science

NASA Astrophysics Data System (ADS)

Bardeen, Marjorie G.

2015-05-01

Communication, education and outreach are increasingly important elements of the particle physics research agenda as acknowledged in recent European Strategy and U.S. Community Summer Study reports. These efforts help develop the next generation of researchers and a scientifically literate citizenry. We describe some examples that engage young people with our science.

Trends in Cohabitation Outcomes: Compositional Changes and Engagement Among Never-Married Young Adults

PubMed Central

Guzzo, Karen Benjamin

2015-01-01

Cohabitation is now the modal first union for young adults, and most marriages are preceded by cohabitation even as fewer cohabitations transition to marriage. These contrasting trends may be due to compositional shifts among cohabiting unions, which are increasingly heterogeneous in terms of cohabitation order, engagement, and the presence of children, as well as across socioeconomic and demographic characteristics. The author constructs 5-year cohabitation cohorts for 18- to 34-year-olds from the 2002 and 2006–2010 cycles of the National Survey of Family Growth (n = 17,890 premarital cohabitations) to examine the outcomes of cohabitations over time. Compared to earlier cohabitations, those formed after 1995 were more likely to dissolve, and those formed after 2000 were less likely to transition to marriage even after accounting for the compositional shifts among individuals in cohabiting unions. Higher instability and decreased chances of marriage occurred among both engaged and non-engaged individuals, suggesting society-wide changes in cohabitation over time. PMID:26778851

Environmental Design for Young Children.

ERIC Educational Resources Information Center

Frank, Mary, Ed.

1977-01-01

The special issue of the journal, Children in Contemporary Society, contains 17 brief articles on environmental design for young handicapped and normal children. Articles have the following titles: "Introduction", "Environmental Design and Architecture", "Why Is Environmental Design Important to Young Children", "Children's Hospital National…

Sensory Tours as a Method for Engaging Children as Active Researchers: Exploring the Use of Wearable Cameras in Early Childhood Research

ERIC Educational Resources Information Center

Green, Carie

2016-01-01

This article explores the use of wearable cameras with children as a data collection means to engage young children as active researchers in recording their experiences in natural environments. This method captures children's unique perspectives of being-in-the-world, depicting what they see, hear, say, touch, and their interactions with others.…

Costly third-party punishment in young children.

PubMed

McAuliffe, Katherine; Jordan, Jillian J; Warneken, Felix

2015-01-01

Human adults engage in costly third-party punishment of unfair behavior, but the developmental origins of this behavior are unknown. Here we investigate costly third-party punishment in 5- and 6-year-old children. Participants were asked to accept (enact) or reject (punish) proposed allocations of resources between a pair of absent, anonymous children. In addition, we manipulated whether subjects had to pay a cost to punish proposed allocations. Experiment 1 showed that 6-year-olds (but not 5-year-olds) punished unfair proposals more than fair proposals. However, children punished less when doing so was personally costly. Thus, while sensitive to cost, they were willing to sacrifice resources to intervene against unfairness. Experiment 2 showed that 6-year-olds were less sensitive to unequal allocations when they resulted from selfishness than generosity. These findings show that costly third-party punishment of unfair behavior is present in young children, suggesting that from early in development children show a sophisticated capacity to promote fair behavior. Copyright © 2014 Elsevier B.V. All rights reserved.

Promoting Parent Engagement in Behavioral Intervention for Young Children with ADHD: Iterative Treatment Development

ERIC Educational Resources Information Center

DuPaul, George J.; Kern, Lee; Belk, Georgia; Custer, Beth; Hatfield, Andrea; Daffner, Molly; Peek, Daniel

2018-01-01

The most efficacious psychosocial intervention for reducing attention-deficit/hyperactivity disorder (ADHD) symptoms in young children is behavioral parent training (BPT). Potential benefits are hindered by limited accessibility, low session attendance, and poor implementation of prescribed strategies. As a result, only approximately half of…

Popular Culture and Moral Panics about "Children at Risk": Revisiting the Sexualisation-of-Young-Girls Debate

ERIC Educational Resources Information Center

Tsaliki, Liza

2015-01-01

In an attempt to resist moral panics over children's media consumption, and especially girls' consumption of hyper-sexualised popular media, this paper aims to offer a more positive account of popular culture and young children's, especially girls', engagement with it. By adopting a historical approach to modern childhood and the moral panics…

Books Like Clothes: Engaging Young Black Men with Reading

ERIC Educational Resources Information Center

Kirkland, David E.

2011-01-01

Using 18 weeks of classroom data from a much larger ethnographic study, Kirkland examines the reading ideologies influencing the literacy engagement of a young Black male, Derrick. (To protect participants' identities, this article uses pseudonyms in place of participants' actual names.) In doing so, Kirkland theorizes about how young Black males…

Engaging children and parents in service design and delivery.

PubMed

Bedford Russell, A R; Passant, M; Kitt, H

2014-12-01

The involvement of all user groups, including children, young people (CYP) and their parents, encourages people to take responsibility for healthier lifestyle behaviours, improves treatment compliance and leads to more appropriate use of healthcare resources. Initiatives to engage CYP in the UK are gathering momentum, but significant improvements are still needed. There is a national drive from the department of health (DH) and NHS England, strategic clinical networks, operational delivery networks (including newborn networks), charities, parent groups and a number of other bodies to embed CYP involvement in service design and delivery. User engagement and patient choice, is underpinned by the NHS outcomes framework, and a myriad of other DH and NHS England policies and practice frameworks. It is now everybody's business. 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.

An Evaluation of a Program to Increase Physical Activity for Young Children in Child Care

ERIC Educational Resources Information Center

De Marco, Allison C.; Zeisel, Susan; Odom, Samuel L.

2015-01-01

Research Findings: In the past 20 years, obesity rates among U.S. children have skyrocketed. In fact, 15.4% of 2- to 4-year-olds in North Carolina, where this study takes place, are obese, making it the 5th worst obesity rate in the nation. Research indicates that young children in preschool settings largely engage in sedentary activities,…

The potential role of benefit and burden finding in school engagement of young leukaemia survivors: an exploratory study.

PubMed

Tougas, A-M; Jutras, S; Bigras, M; Tourigny, M

2016-01-01

Childhood cancer may radically change the daily lives of young survivors, particularly in school. Depending on the sense they derive from the experience of illness, survivors may go through profound transformations in the way they approach life. This exploratory study reports on school engagement of cancer survivors by examining their perceptions of benefits and burdens in relation to their illness. Forty-nine young Quebecers, previously diagnosed and treated for leukaemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the impact of cancer on their lives. Perceptions with regard to the presence and types of benefits and burdens were described and examined in light of participants' characteristics. An analysis of variance explored whether the presence/absence of benefits and burdens were associated with participants' scores regarding school engagement. Most participants mentioned benefits from having had cancer, and in particular benefits at an interpersonal level. Half of the participants mentioned burdens, mainly of a physical and psychological nature. Significant correlations indicated that (i) the older the survivors were, the more likely they were to report benefits in terms of qualities and strengths of character; (ii) the more time had elapsed since their diagnosis, the more survivors were likely to report psychological types of burdens; and (iii) children from single-parent families reported more frequently having appreciated social or recreational activities compared with children from two-parent families. One main effect indicated that school engagement was greater for survivors who perceived the presence of benefits. An interaction effect revealed that the perception of both benefits and burdens predicts the highest scores of school engagement. While the results reveal the promising potential that an optimistic yet realistic disposition has in regard to school engagement, more research is

Nutrition and Young Children.

ERIC Educational Resources Information Center

Frank, Mary, Ed.; And Others

1978-01-01

The special issue of the journal contains 12 articles on nutrition and young children. The following titles and authors are included: "Overview--Nutritional Needs of Young Children" (M. Scialabba); "Nurturance--Mutually Created--Mother and Child" (M. McFarland); "Feeding the Special Needs Child" (E. Croup); "Maternal and Neonatal Nutrition--Long…

Strategies for Helping Parents of Young Children Address Challenging Behaviors in the Home

ERIC Educational Resources Information Center

Chai, Zhen; Lieberman-Betz, Rebecca

2016-01-01

Challenging behavior can be defined as any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults. It is generally accepted in young children that challenging behaviors serve some sort of communicative purpose--to…

Using a Multimedia Social Skills Intervention to Increase Social Engagement of Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Radley, Keith C.; Jenson, William R.; Clark, Elaine; Hood, Julia A.; Nicholas, Peter

2014-01-01

Children with autism spectrum disorder (ASD) display impairments in social interactions and communication that appear at early ages. Fewer social engagements of children with ASD with peers often lead to long-term negative outcomes, such as social isolation and restricted language and cognitive skills. Although there is a clear need for social…

Building Culturally & Linguistically Competent Services to Support Young Children, Their Families, and School Readiness

ERIC Educational Resources Information Center

Hepburn, Kathy Seitzinger

2004-01-01

The purpose of this tool kit is to provide guidance, tools, and resources that will assist communities in building culturally and linguistically competent services, supports, programs, and practices related to young children, their families. By offering services in culturally and linguistically meaningful ways, communities can engage all families…

Young Children's Physiological Reactivity during Memory Recall: Associations with Posttraumatic Stress and Parent Physiological Synchrony.

PubMed

Gray, Sarah A O; Lipschutz, Rebecca S; Scheeringa, Mike S

2018-05-01

Autonomic reactivity is implicated in stress response and social engagement - both key components of posttraumatic stress disorder (PTSD) - but few studies have examined autonomic reactivity in pediatric samples, and no known studies have examined physiological synchrony among children with PTSD and caregivers. In a sample of 247 young children (94 girls, 153 boys), most (85%) of whom had exposure to trauma and 40% who met criteria for PTSD, we examined children's patterns of respiratory sinus arrhythmia (RSA) at baseline and in response to a memory recall task, as well as correspondence between parents' and children's RSA. Children with PTSD demonstrated significantly higher reactivity than other groups during their recollection of a traumatic memory, but not during other memory tasks. Regarding synchrony, caregivers' and children's RSA were more significantly and positively correlated during the trauma recall task among children who had had exposure to a potentially traumatic event but did not meet PTSD criteria, suggesting physiological synchrony may be protective in contexts of trauma. Overall, findings demonstrate physiological reactivity differences among young children with PTSD. While more work is needed to understand the meaning of parent-child physiological synchrony, these data suggest that children's psychopathology is associated with physiological synchrony processes among young children with exposure to trauma.

Young Children's Understanding of Denial

ERIC Educational Resources Information Center

Austin, Keith; Theakston, Anna; Lieven, Elena; Tomasello, Michael

2014-01-01

Although a fair amount is known about young children's production of negation, little is known about their comprehension. Here, we focus on arguably the most complex basic form, denial, and how young children understand denial, when it is expressed in response to a question with gesture, single word, or sentence. One hundred twenty-six children in…

Priorities for children and young people - opportunities and challenges for children and young people's nurses.

PubMed

Smith, Fiona

2016-05-09

Across Europe children's nurses today face many challenges, including rising childhood obesity, the soaring incidence of issues with the mental health of children and young people, the effects of social media, child maltreatment and the impact of poverty, war and conflict on children and families. There are opportunities for children's nurses to undertake new roles and to influence both policy and practice to improve the health outcomes of children and young people, and thereby the future health of the population.

Young children's harmonic perception.

PubMed

Costa-Giomi, Eugenia

2003-11-01

Harmony and tonality are two of the most difficult elements for young children to perceive and manipulate and are seldom taught in the schools until the end of early childhood. Children's gradual harmonic and tonal development has been attributed to their cumulative exposure to Western tonal music and their increasing experiential knowledge of its rules and principles. Two questions that are relevant to this problem are: (1) Can focused and systematic teaching accelerate the learning of the harmonic/tonal principles that seem to occur in an implicit way throughout childhood? (2) Are there cognitive constraints that make it difficult for young children to perceive and/or manipulate certain harmonic and tonal principles? A series of studies specifically addressed the first question and suggested some possible answers to the second one. Results showed that harmonic instruction has limited effects on children's perception of harmony and indicated that the drastic improvement in the perception of implied harmony noted approximately at age 9 is due to development rather than instruction. I propose that young children's difficulty in perceiving implied harmony stems from their attention behaviors. Older children have less memory constraints and more strategies to direct their attention to the relevant cues of the stimulus. Younger children focus their attention on the melody, if present in the stimulus, and specifically on its concrete elements such as rhythm, pitch, and contour rather than its abstract elements such as harmony and key. The inference of the abstract harmonic organization of a melody required in the perception of implied harmony is thus an elusive task for the young child.

Fathering after military deployment: parenting challenges and goals of fathers of young children.

PubMed

Walsh, Tova B; Dayton, Carolyn J; Erwin, Michael S; Muzik, Maria; Busuito, Alexandra; Rosenblum, Katherine L

2014-02-01

Although often eagerly anticipated, reunification after deployment poses challenges for families, including adjusting to the parent-soldier's return, re-establishing roles and routines, and the potentially necessary accommodation to combat-related injuries or psychological effects. Fourteen male service members, previously deployed to a combat zone, parent to at least one child under seven years of age, were interviewed about their relationships with their young children. Principles of grounded theory guided data analysis to identify key themes related to parenting young children after deployment. Participants reported significant levels of parenting stress and identified specific challenges, including difficulty reconnecting with children, adapting expectations from military to family life, and coparenting. Fathers acknowledged regret about missing an important period in their child's development and indicated a strong desire to improve their parenting skills. They described a need for support in expressing emotions, nurturing, and managing their tempers. Results affirm the need for support to military families during reintegration and demonstrate that military fathers are receptive to opportunities to engage in parenting interventions. Helping fathers understand their children's behavior in the context of age-typical responses to separation and reunion may help them to renew parent-child relationships and reengage in optimal parenting of their young children.

Engaging Young People with Autism Spectrum Disorder in Research Interviews

ERIC Educational Resources Information Center

Harrington, Caitlin; Foster, Michele; Rodger, Sylvia; Ashburner, Jill

2014-01-01

This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect…

School nurses' perspectives on managing mental health problems in children and young people.

PubMed

Pryjmachuk, Steven; Graham, Tanya; Haddad, Mark; Tylee, Andre

2012-03-01

To explore the views of school nurses regarding mental health problems in young people and their potential for engaging in mental health work with this client group. Mental health problems in children and young people are an important public health issue. Universal children's services play a key role in identifying and managing these problems and, while school nurses have an important function in this work, little is known about their views on this aspect of their role. A qualitative research design employing focus group methodology. School nurses (n = 33) were purposively sampled from four school nursing teams in two English cities for a series of focus groups. The focus group data were audio-recorded, transcribed and subsequently analysed using 'framework'. Four principal themes emerged from the data. In these themes, school nurses were found to value their involvement with the mental health of young people, recognising this as an important area of practice. Several obstacles to their work in this area were identified: heavy workloads, professional rivalries, a lack of confidence and limited education and training opportunities. The importance of support from local specialist mental health teams was emphasised. School nurses can be engaged in mental health work though, as public health specialists, their role should focus on health promotion, assessment, signposting and early intervention activities. To facilitate mental health work, school nurses are able to draw on established interpersonal skills and supportive networks; however, workload and a lack of confidence need to be managed and it is important that they are supported by constructive relationships with local specialist mental health teams. This study has implications for nurses and healthcare practitioners interested in enhancing the mental health of children and young people in school settings. © 2011 Blackwell Publishing Ltd.

Educating Children and Young People with Fetal Alcohol Spectrum Disorders: Constructing Personalised Pathways to Learning

ERIC Educational Resources Information Center

Blackburn, Carolyn; Carpenter, Barry; Egerton, Jo

2012-01-01

The range of learning difficulties associated with children and young people who have Fetal Alcohol Spectrum Disorders (FASD) has been highlighted as an emerging but little understood area of Special Educational Needs. This engaging, timely and highly practical book will raise awareness about FASD and its associated difficulties across the entire…

Co-Constructional Task Analysis: Moving beyond Adult-Based Models to Assess Young Children's Task Performance

ERIC Educational Resources Information Center

Lee, Scott Weng Fai

2013-01-01

The assessment of young children's thinking competence in task performances has typically followed the novice-to-expert regimen involving models of strategies that adults use when engaged in cognitive tasks such as problem-solving and decision-making. Socio-constructivists argue for a balanced pedagogical approach between the adult and child that…

Exploring views on satisfaction with life in young children with chronic illness: an innovative approach to the collection of self-report data from children under 11.

PubMed

Christie, Deborah; Romano, Gabriella; Barnes, Jacqueline; Madge, Nicola; Nicholas, David B; Koot, Hans M; Armstrong, Daniel F; Shevlin, Mark; Kantaris, Xenya; Khatun, Hasina; Sutcliffe, Alastair G

2012-01-01

The objective of this study was to explore young children's views on the impact of chronic illness on their life in order to inform future development of a patient-based self-report health outcome measure. We describe an approach to facilitating self-report views from young children with chronic illness. A board game was designed in order to obtain qualitative data from 39 children with a range of chronic illness conditions and 38 healthy controls ranging in age from 3 to 11 years. The format was effective in engaging young children in a self-report process of determining satisfaction with life and identified nine domains. The board game enabled children aged 5-11 years with chronic illness to describe the effects of living with illness on home, family, friends, school and life in general. It generated direct, non-interpreted material from children who, because of their age, may have been considered unable or limited their ability to discuss and describe how they feel. Obtaining this information for children aged 4 and under continues to be a challenge.

Types and Influence of Social Support on School Engagement of Young Survivors of Leukemia

ERIC Educational Resources Information Center

Tougas, Anne-Marie; Jutras, Sylvie; Bigras, Marc

2016-01-01

The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered…

Cross Cultural Indicators of Independent Learning in Young Children: A Jordanian Case.

PubMed

Almeqdad, Qais; Al-Hamouri, Firas; Zghoul, Rafe'a A; Al-Rousan, Ayoub; Whitebread, David

2016-06-10

This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5-6 years old were observed and rated by their teachers against an Arabic version of the Children's Independent Learning Development (CHILD 3-5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The results illustrated that preschoolers may show some aspects of behaviors particularly those related to pro-social and cognitive areas. It also indicated that children from high educated environments demonstrated IL behaviors more than those coming from low educated environments. Finally, children coming from larger family size showed less IL behaviors than those coming from smaller ones. Results and implications are discussed.

Discovering Nature with Young Children.

ERIC Educational Resources Information Center

Chalufour, Ingrid; Worth, Karen

Young children's curiosity about nature and their need to make sense of the world presents an opportunity to incorporate science as a natural and critical part of children's early learning. This guide, part of a preschool science curriculum, uses an inquiry approach to encourage young naturalists to observe life more closely, build an…

Young Children and Families Experiencing Homelessness

ERIC Educational Resources Information Center

Wilson, Allison B.; Squires, Jane

2014-01-01

The increasing prevalence of homelessness among young children and families in the United States is described, as is the developmental impact on young children and cost to society. Although services are mandated for this population under the McKinney­-Vento Act, Education of Homeless Children and Youth Program, and the Individuals With…

Mothers' Perceptions of Young Children, Parenting, and Young Children's Behavior Problems

ERIC Educational Resources Information Center

Renk, Kimberly

2011-01-01

Historically, research demonstrates that mothers' attitudes and characteristics of their parenting are intertwined. More recently, mothers' perceptions of their children are becoming a new focus of interest. To further understand the relationships among mothers' perceptions of their young children, their parenting behaviors, and their ratings of…

Parental Belief and Parental Engagement in Children's Learning

ERIC Educational Resources Information Center

Goodall, J.; Ghent, K.

2014-01-01

This article reports on a small scale study, examining the influence of parental faith belief on parental engagement with children's learning. The literature surrounding parental engagement and the impact of familial belief on children's outcomes is examined. It is clear from work in the US that familial faith belief has an impact; however, the…

Killing the bill online? Pathways to young people's protest engagement via social media.

PubMed

Macafee, Timothy; De Simone, J J

2012-11-01

In spring 2011, thousands of Wisconsin residents protested a controversial bill spearheaded by Governor Scott Walker. Protest engagement via social media was popular, especially among young people. The current study examines the relationship between young people's informational and expressive uses of four social media-Facebook, YouTube, Twitter, and Blogs-and their offline protest engagement. Survey results reveal that although college students used these social media to obtain information about the budget repair bill protests, only expressive uses related to offline protest engagement. We move research forward by examining the implications of multiple uses of political social media surrounding a compelling case study.

Young Children Surfing: Gender Differences in Computer Use

ERIC Educational Resources Information Center

Kirmani, Mubina Hassanali; Davis, Marcia H.; Kalyanpur, Maya

2009-01-01

Computers have become an important part of young children's lives, both as a source of entertainment and education. The National Association for the Education of Young Children's (NAEYC) position statement on Technology and Young Children (2006) supports the need for equal access to technology for all children with attention to eliminating gender…

Using social media to engage adolescents and young adults with their health

PubMed Central

Wong, Charlene A.; Merchant, Raina M.; Moreno, Megan A.

2015-01-01

We focus on the potential of social media related to the health of adolescent and young adults, who are nearly ubiquitous social media users but difficult to engage with their health and relatively low healthcare utilizers. Opportunities to better engage adolescents and young adults through social media exist in healthcare delivery, health education and health policy. However, challenges remain for harnessing social media, including making a clear value proposition and developing evidence-based frameworks for measuring the impact of social media on health. PMID:25984444

Engaging Young Children in Collective Curriculum Design

ERIC Educational Resources Information Center

Goulart, Maria Ines Mafra; Roth, Wolff-Michael

2010-01-01

In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children-teacher transactions rather than as a result of…

Expecting the Unexpected: Engaging Diverse Young People in Conversations around Science

ERIC Educational Resources Information Center

Wilson, Kimberley; Alloway, Todd

2013-01-01

The issue of limited engagement with science for young people from Indigenous, minority and lower socio-economic groups in Australia appears to have been sidelined from the mainstream debate around falling rates of engagement with science at the secondary schooling level. The "closing the gap" mantra of education policy in Australia has…

Alternative seating for young children with Autism Spectrum Disorder: effects on classroom behavior.

PubMed

Schilling, Denise Lynn; Schwartz, Ilene S

2004-08-01

A single subject, withdrawal design was used to investigate the effects of therapy balls as seating on engagement and in-seat behavior of young children with Autism Spectrum Disorder (ASD). In addition, social validity was assessed to evaluate teachers' opinions regarding the intervention. During baseline and withdrawal (A phases) participants used their typical classroom seating device (chair, bench or carpet square). During the intervention (B phases) participants sat on therapy balls. Results indicated substantial improvements in engagement and in-seat behavior when participants were seated on therapy balls. Social validity findings indicated that the teachers' preferred the therapy balls. This study suggests therapy balls as classroom seating may facilitate engagement and in-seat behavior and create opportunities to provide effective instruction.

Engagement of young adult cancer survivors within a Facebook-based physical activity intervention.

PubMed

Valle, Carmina G; Tate, Deborah F

2017-12-01

Few studies have examined how young adult cancer survivors use online social media. The objective of this study was to characterize Facebook engagement by young adult cancer survivors in the context of a physical activity (PA) intervention program. Young adult cancer survivors participated in one of two Facebook groups as part of a 12-week randomized trial of a PA intervention (FITNET) compared to a self-help comparison (SC) condition. A moderator actively prompted group discussions in the FITNET Facebook group, while social interaction was unprompted in the SC group. We examined factors related to engagement, differences in engagement by group format and types of Facebook posts, and the relationship between Facebook engagement and PA outcomes. There were no group differences in the number of Facebook comments posted over 12 weeks (FITNET, 153 vs. SC, 188 p = 0.85) or the proportion of participants that reported engaging within Facebook group discussions at least 1-2 days/week. The proportion of participants that made any posts decreased over time in both groups. SC participants were more likely than FITNET participants to agree that group discussions caused them to become physically active (p = 0.040) and that group members were supportive (p = 0.028). Participant-initiated posts elicited significantly more comments and likes than moderator-initiated posts. Responses posted on Facebook were significantly associated with light PA at 12 weeks (β = 11.77, t(85) = 1.996, p = 0.049) across groups. Engagement within Facebook groups was variable and may be associated with PA among young adult cancer survivors. Future research should explore how to promote sustained engagement in online social networks. ClinicalTrials.gov identifier: NCT01349153.

Young Children and Job Satisfaction.

ERIC Educational Resources Information Center

Hanson, Sandra L.; Sloane, Douglas M.

1992-01-01

Used data from General Social Surveys to examine effect of young children on job satisfaction of men and women. Findings suggest that young children have no effect on job satisfaction of male or female workers regardless of time period, work status, or marital status. This was true for women working in labor market as well as in home. (Author/NB)

MEASURING DIETARY EXPOSURE OF YOUNG CHILDREN

EPA Science Inventory

Young children do not consume foods in a structured manner. Their foods contact surfaces (hands, floors, eating surfaces, etc.) that may be contaminated while they are eating them. Thus, dietary exposures of young children are difficult to accurately assess or measure. A recen...

Young carers as social actors: coping strategies of children caring for ailing or ageing guardians in Western Kenya.

PubMed

Skovdal, Morten; Ogutu, Vincent O; Aoro, Cellestine; Campbell, Catherine

2009-08-01

There is a vast body of research on the impact of HIV/AIDS on children, but little which acknowledges the role of children in providing care and support for ailing parents or ageing guardians. There has been a tendency to downplay the active role and agency of young carers, with young carers often represented as victims of damaging circumstances that compromise their psychosocial well-being. To counter-balance this tendency, and to develop the critical trend that views children as social actors, we explore how young carers cope with challenging circumstances, often with skill and ingenuity, drawing on data collected in Western Kenya in 2007. Forty-eight young carers (aged 11-17) used photography and drawing to provide accounts of their coping strategies. They described 240 of the resulting photographs and drawings in writing. In addition, 34 individual interviews and 2 group discussions were conducted with children to explore the findings further and 10 individual interviews with local adults were conducted to elucidate the dynamics between adults and children. Our data revealed that young carers cope by mobilising social support, engaging in income generating activities and constructing positive social identities around their caring roles. We conclude that children's ability to cope is determined by the extent to which they are able to participate in their community and negotiate support from it.

The State of Young Children in Israel

ERIC Educational Resources Information Center

Kosher, Hanita, Ed.

2015-01-01

This document, based on the statistical yearbook, "Children in Israel 2014," presents data on the population of young children in Israel. The document presents a current picture of the well-being of young children in Israel intended to assist policy-makers and practitioners to understand the situation of this group of children and to…

The Role of Online Games in Promoting Young Adults' Civic Engagement

ERIC Educational Resources Information Center

Themistokleous, Sotiris; Avraamidou, Lucy

2016-01-01

In this review, we present an argument for the need to support young adult's civic engagement and we explore the role of online games in supporting such engagement. In doing so, in the first section of the paper, we offer a definition for civic education and citizenship alongside a discussion for the pedagogical frameworks that better support…

Attention modifies sound level detection in young children.

PubMed

Sussman, Elyse S; Steinschneider, Mitchell

2011-07-01

Have you ever shouted your child's name from the kitchen while they were watching television in the living room to no avail, so you shout their name again, only louder? Yet, still no response. The current study provides evidence that young children process loudness changes differently than pitch changes when they are engaged in another task such as watching a video. Intensity level changes were physiologically detected only when they were behaviorally relevant, but frequency level changes were physiologically detected without task relevance in younger children. This suggests that changes in pitch rather than changes in volume may be more effective in evoking a response when sounds are unexpected. Further, even though behavioral ability may appear to be similar in younger and older children, attention-based physiologic responses differ from automatic physiologic processes in children. Results indicate that 1) the automatic auditory processes leading to more efficient higher-level skills continue to become refined through childhood; and 2) there are different time courses for the maturation of physiological processes encoding the distinct acoustic attributes of sound pitch and sound intensity. The relevance of these findings to sound perception in real-world environments is discussed.

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

PubMed

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement

Caring for Young Children in the Home.

ERIC Educational Resources Information Center

Birckmayer, Jennifer; And Others

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

Hybrid Masculinity and Young Men's Circumscribed Engagement in Contraceptive Management.

PubMed

Fefferman, Ann M; Upadhyay, Ushma D

2018-06-01

This research explores how gender shapes contraceptive management through in-depth interviews with 40 men and women of color ages 15 to 24, a life stage when the risk of unintended pregnancy is high in the United States. Although past research focuses on men's contraception-avoidant behaviors, little sociological work has explored ways men engage in contraception outside of condoms, such as contraceptive pills. Research often highlights how women manage these methods alone. Our research identifies how young men of color do help manage these methods through their engagement in contraceptive decision-making and use. Men accomplish this without limiting their partners' ability to prevent pregnancy. This is despite structural barriers such as poverty and gang-related violence that disproportionately affect low-income young men of color and often shape their reproductive goals. However, men's engagement is still circumscribed so that women take on a disproportionate burden of pregnancy prevention, reifying gender boundaries. We identify this as a form of hybrid masculinity, because men's behaviors are seemingly egalitarian but also sustain women's individualized risk of unintended pregnancy. This research points to the complexity of how race, class, and gender intersect to create an engaged but limited place for men in contraceptive management among marginalized youth.

A Longitudinal Examination of Maternal Emotions in Relation to Young Children's Developing Self-Regulation

PubMed Central

Cole, Pamela M.; LeDonne, Emily N.; Tan, Patricia Z.

2012-01-01

SYNOPSIS Objective This study examines how young children’s emotion and behavior relate to maternal emotions concurrently and as a function of children’s developmental changes in self-regulation. Design Mothers and their children (N = 120) participated in an 8 min waiting task at children’s ages 18, 24, 36, and 48 months. Children’s emotion expressions, misbehavior, and regulatory efforts were observed, and mothers rated their own emotions during the wait. Results Children’s emotion and behavior and maternal emotions related in expected directions at most time points. Over time, maternal positive emotion increased more if children were less angry, more content, or more engaged in regulatory efforts relative to age mates. Maternal negative emotion decreased more if children engaged more in regulatory efforts but less if children were angrier relative to age mates. Conclusions Individual differences in children’s emotions may influence parental emotions. Over time, only the intra-individual decline in children’s anger, not the decrease in their misbehavior or the increase in their regulatory efforts, predicted improvements in maternal emotions. PMID:23585731

[Prosocial Development of Very Young Children.

ERIC Educational Resources Information Center

Pawl, Jeree, Ed.

1992-01-01

This newsletter presents five articles focusing on the social development of infants and very young children. The first article, "Sympathetic Behavior in Very Young Children," by Lois Barclay Murphy, gives examples of early sympathetic behavior, traces the development of sympathy, identifies individual patterns of sympathetic response,…

Young Children's Exposure to Community Violence.

ERIC Educational Resources Information Center

Vig, Susan

1996-01-01

Explores the impact of community violence on the development of young children, especially those with developmental disabilities. Characteristics of young children's responses to stress and trauma are reviewed and child, family, and community factors which contribute to resilience are identified. Intervention approaches are suggested. (Author/DB)

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder.

PubMed

Berger, Natalie I; Ingersoll, Brooke

2015-08-01

Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Associations between skill perceptions and young children's actual fundamental movement skills.

PubMed

Liong, Grace H E; Ridgers, Nicola D; Barnett, Lisa M

2015-04-01

Given that children with low movement skill competence engage in less physical activity, it is important to understand how children's perceptions relate to actual movement competence. This study examined relationships between (i) children's self-perception and objective assessments of their movement skills (object control and locomotor) and (ii) parents' perceptions of the children's movement skills and objective assessment. Children's skill perceptions were assessed using the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Parent perceptions of their child's skills were assessed using a modified version of this instrument. The Test of Gross Motor Development-2nd edition assessed children's skills objectively. Participants were 136 Australian children (51% boys; M=6.5 yr., SD=1.1) and 133 parents. Regression analyses (by sex) examined the relationship between perceptions and children's scores for actual skilled performance. Boys' perceptions were associated with their actual object control ability. Parents accurately perceived boys' object control ability and girls' locomotor ability, but not the reverse. This suggests interventions aiming to improve children's movement skills could target parents and be designed to teach parents how to recognize good and poor skill performance in their children.

The Novice Researcher: Interviewing Young Children

ERIC Educational Resources Information Center

Danby, Susan; Ewing, Lynette; Thorpe, Karen

2011-01-01

Being a novice researcher undertaking research interviews with young children requires understandings of the interview process. By investigating the interaction between a novice researcher undertaking her first interview and a child participant, the authors attend to theoretical principles, such as the competence of young children as informants,…

Input Devices for Young Handicapped Children.

ERIC Educational Resources Information Center

Morris, Karen

The versatility of the computer can be expanded considerably for young handicapped children by using input devices other than the typewriter-style keyboard. Input devices appropriate for young children can be classified into four categories: alternative keyboards, contact switches, speech input devices, and cursor control devices. Described are…

Measuring preschool learning engagement in the laboratory.

PubMed

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

Children's Task Engagement during Challenging Puzzle Tasks

ERIC Educational Resources Information Center

Wang, Feihong; Algina, James; Snyder, Patricia; Cox, Martha

2017-01-01

We examined children's task engagement during a challenging puzzle task in the presence of their primary caregivers by using a representative sample of rural children from six high-poverty counties across two states. Weighted longitudinal confirmatory factor analysis and structural equation modeling were used to identify a task engagement factor…

Family-centred music therapy to promote social engagement in young children with severe autism spectrum disorder: a randomized controlled study.

PubMed

Thompson, G A; McFerran, K S; Gold, C

2014-11-01

Limited capacity for social engagement is a core feature of autism spectrum disorder (ASD), often evident early in the child's development. While these skills are difficult to train, there is some evidence that active involvement in music-making provides unique opportunities for social interaction between participants. Family-centred music therapy (FCMT) endeavours to support social engagement between child and parent within active music-making, yet the extent of benefits provided is unknown. This study investigated the impacts of FCMT on social engagement abilities. Twenty-three children (36-60 months) with severe ASD received either 16 weeks of FCMT in addition to their early intervention programmes (n = 12), or their early intervention programme only (n = 11). Change in social engagement was measured with standardized parent-report assessments, parent interviews and clinician observation. Intention-to-treat analysis for the Vineland Social Emotional Early Childhood Scale indicated a significant effect in favour of FCMT. Thematic qualitative analysis of the parent interviews showed that the parent-child relationship grew stronger. FCMT improves social interactions in the home and community and the parent-child relationship, but not language skills or general social responsiveness. This study provides preliminary support for the use of FCMT to promote social engagement in children with severe ASD. © 2013 John Wiley & Sons Ltd.

Parental migration and children's academic engagement: The case of China

NASA Astrophysics Data System (ADS)

Chen, Shuang; Adams, Jennifer; Qu, Zhiyong; Wang, Xiaohua; Chen, Li

2013-12-01

In the context of China's increasing rural-urban migration, few studies have investigated how parental migration affects children's experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors' findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children's odds of liking schools, but do not affect children of non-migrant parents.

Engaging Young People as a Community Development Strategy in the Wisconsin Northwoods

ERIC Educational Resources Information Center

Andresen, William; Dallapiazza, Margaret; Calvert, Matthew

2013-01-01

This chapter focuses on two remote rural communities that engaged young people in meaningful community development efforts to build social capital. One community connected youth to the assets of the community and created opportunities for young adults to strengthen social networks. The other created partnerships and networks to build…

A Cross-Cultural Comparison of Mothers’ Beliefs about Their Parenting Very Young Children

PubMed Central

Senese, Vincenzo Paolo; Bornstein, Marc H.; Haynes, O. Maurice; Rossi, Germano; Venuti, Paola

2012-01-01

Parental beliefs are relevant to child development because they shape parenting behaviors and help to determine and regulate child cognitive and socioemotional growth. Here we investigated cross-cultural variation in Italian and U.S. mothers’ parental beliefs about their social and didactic interactions with their young children. To compare parental beliefs, the Parental Style Questionnaire (PSQ) was administered to samples of 273 Italian mothers and 279 U.S. mothers of 20-month-olds (55% male). To conduct substantive cross-cultural comparisons of beliefs, the measurement invariance of the PSQ was first established by hierarchical multi-group confirmatory factor analyses. The PSQ was essentially invariant across cultures. Italian mothers reported that they engaged in both social and didactic behaviors with their young children less frequently than U.S. mothers. Results of our study confirm that mothers in different cultures differentially value parental stimulation and its relevance for early child development. PMID:22721746

Power Mobility Training for Young Children with Multiple, Severe Impairments: A Case Series.

PubMed

Kenyon, Lisa K; Farris, John P; Gallagher, Cailee; Hammond, Lyndsay; Webster, Lauren M; Aldrich, Naomi J

2017-02-01

Young children with neurodevelopmental conditions are often limited in their ability to explore and learn from their environment. The purposes of this case series were to (1) describe the outcomes of using an alternative power mobility device with young children who had multiple, severe impairments; (2) develop power mobility training methods for use with these children; and (3) determine the feasibility of using various outcome measures. Three children with cerebral palsy (Gross Motor Function Classification System Levels IV, V, and V) ages 17 months to 3.5 years participated in the case series. Examination included the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (PEDI-CAT) and the Dimensions of Mastery Questionnaire (DMQ). An individualized, engaging power mobility training environment was created for each participant. Intervention was provided for 60 minutes per week over 12 weeks. All participants exhibited improvements in power mobility skills. Post-intervention PEDI-CAT scores increased in various domains for all participants. Post-intervention DMQ scores improved in Participants 1 and 2. The participants appeared to make improvements in their beginning power mobility skills. Additional research is planned to further explore the impact of power mobility training in this unique population.

Types and Influence of Social Support on School Engagement of Young Survivors of Leukemia.

PubMed

Tougas, Anne-Marie; Jutras, Sylvie; Bigras, Marc

2016-08-01

The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered by four groups of relations with regard to school: parents, siblings, friends, and other nonprofessional relations. The interview responses revealed that parents were perceived to be the primary source of informational and emotional support, with support also provided to a lesser extent by friends, siblings, and members of the extended family. Inferential analyses indicated that young survivors report a higher school engagement score when they perceive themselves as receiving support from a greater number of groups of relations, especially from friends or siblings. © The Author(s) 2016.

Reach Out Central: a serious game designed to engage young men to improve mental health and wellbeing.

PubMed

Burns, Jane M; Webb, Marianne; Durkin, Lauren A; Hickie, Ian B

2010-06-07

Reach Out Central (ROC) is a serious game drawing on the principles of cognitive behaviour theory that has been designed to improve the mental health and wellbeing of young people, particularly men. ROC was developed over a 3-year period from 2003 to 2006, in consultation with young people aged 16-25 years who use the Reach Out mental health website http://www.reachout.com). ROC was launched online in September 2007. A traditional and viral awareness campaign was designed to engage young men, particularly "gamers". In the first month after launch, ROC had 76 045 unique website visits, with 10 542 new members (52% male) joining Reach Out. An independent online evaluation involving 266 young people aged 18-25 years was conducted between August 2007 and February 2008 to examine psychological wellbeing, stigma and help seeking in ROC players. Overall results indicated that ROC was successful in attracting, engaging and educating young people. Young women reported reduced psychological distress and improved life satisfaction, problem solving and help seeking; however, no significant changes were observed for young men. Although ROC was successful in attracting young men, demonstrating that the concept resonates with them, the service failed to keep them engaged. Further research is needed to explore how (or what changes need to be made) to sustain young men's engagement in the game.

Children's Classroom Engagement and School Readiness Gains in Prekindergarten

ERIC Educational Resources Information Center

Chien, Nina C.; Howes, Carollee; Burchinal, Margaret; Pianta, Robert C.; Ritchie, Sharon; Bryant, Donna M.; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A.

2010-01-01

Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement:…

Transition from children's to adult services for young adults with life-limiting conditions: A realist review of the literature.

PubMed

Kerr, Helen; Price, Jayne; Nicholl, Honor; O'Halloran, Peter

2017-11-01

Improvements in care and treatment have led to more young adults with life-limiting conditions living beyond childhood, which means they must make the transition from children's to adult services. This has proved a challenging process for both young adults and service providers, with complex transition interventions interacting in unpredictable ways with local contexts. To explain how intervention processes interact with contextual factors to help transition from children's to adult services for young adults with life-limiting conditions. Systematic realist review of the literature. Literature was sourced from four electronic databases: Embase, MEDLINE, Science Direct and Cochrane Library from January 1995 to April 2016. This was supplemented with a search in Google Scholar and articles sourced from reference lists of included papers. Data were extracted using an adapted standardised data extraction tool which included identifying information related to interventions, mechanisms, contextual influences and outcomes. Two reviewers assessed the relevance of papers based on the inclusion criteria. Methodological rigor was assessed using the relevant Critical Appraisal Skills Programme tools. 78 articles were included in the review. Six interventions were identified related to an effective transition to adult services. Contextual factors include the need for children's service providers to collaborate with adult service providers to prepare an environment with knowledgeable staff and adequate resources. Mechanisms triggered by the interventions include a sense of empowerment and agency amongst all stakeholders. Early planning, collaboration between children's and adult service providers, and a focus on increasing the young adults' confidence in decision-making and engaging with adult services, are vital to a successful transition. Interventions should be tailored to their context and focused not only on organisational procedures but on equipping young adults, parents

Emotional Responsivity in Young Children with Williams Syndrome

ERIC Educational Resources Information Center

Fidler, Debbie J.; Hepburn, Susan L.; Most, David E.; Philofsky, Amy; Rogers, Sally J.

2007-01-01

The hypothesis that young children with Williams syndrome show higher rates of emotional responsivity relative to other children with developmental disabilities was explored. Performance of 23 young children with Williams syndrome and 30 MA-matched children with developmental disabilities of nonspecific etiologies was compared on an adaptation of…

Healing Art: Young Children Coping With Stress.

ERIC Educational Resources Information Center

Hale, Judy Ann

Helping young children to cope with stress plays a vital role in today's classroom. It is normal for children to experience stress, which comes from pressures such as family, friends, and school. Some of the indicators of stress in young children are behavioral changes (e.g., mood swings, changes in sleep patterns, and incontinence) and physical…

Seven Myths about Young Children and Technology

ERIC Educational Resources Information Center

Plowman, Lydia; McPake, Joanna

2013-01-01

Parents and educators tend to have many questions about young children's play with computers and other technologies at home. They can find it difficult to know what is best for children because these toys and products were not around when they were young. Some will say that children have an affinity for technology that will be valuable in their…

How are European birth-cohort studies engaging and consulting with young cohort members?

PubMed

Lucas, Patricia J; Allnock, Debra; Jessiman, Tricia

2013-04-11

Birth cohort studies, where parents consent for their child to be enrolled in a longitudinal study prior to or soon after birth, are a powerful study design in epidemiology and developmental research. Participation often continues into adulthood. Where participants are enrolled as infants, provision should be made for consent, consultation and involvement in study design as they age. This study aims to audit and describe the extent and types of consultation and engagement currently used in birth cohorts in Europe. Seventy study groups (representing 84 cohorts) were contacted to ask about their practice in engaging and involving study members. Information was gathered from study websites and publications, 15 cohorts provided additional information via email and 17 cohorts were interviewed over the phone. The cohorts identified confirm the growth of this study design, with more than half beginning since 1990, and 4 since 2011. Most studies maintain a website open to the general public, although many are written for the scientific community only. Five studies have web pages specifically for young cohort members and one study provides a dedicated page for fathers. Cohorts send newsletters, cards, and summaries of findings to participants to stay in touch. Six cohorts use Facebook for this purpose. Five cohorts provide feedback opportunities for participants after completing a round of data collection. We know of just 8 cohorts who have a mechanism for consulting with parents and 3 a mechanism for consulting with young people themselves, although these were 'one off' consultations for some groups. Barriers to further consultation with cohort members were: concerns about impact on quality of research, ethical constraints, resource limitations, lack of importance, and previous adverse experiences. Although the children in some of the cohorts are still young (born in the last 10 years) many are old enough to include some element of consultation. Barriers to greater

The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People

ERIC Educational Resources Information Center

Hallam, Susan

2010-01-01

This paper reviews the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people. It draws on research using the most advanced technologies to study the brain, in addition to quantitative and qualitative psychological and educational studies. It…

Health Update: Foot Problems of Young Children.

ERIC Educational Resources Information Center

Aronson, Susan S.

1987-01-01

Discusses common foot problems of young children and ways parents, child caregivers, and physicians should deal with them. Particular attention is given to care and medical treatment for flat feet, peeling feet, and "w"-sitting in young children. (Author/BB)

Patterns of Antipsychotic Prescribing by Physicians to Young Children.

PubMed

Huskamp, Haiden A; Horvitz-Lennon, Marcela; Berndt, Ernst R; Normand, Sharon-Lise T; Donohue, Julie M

2016-12-01

Antipsychotic use among young children has grown rapidly despite a lack of approval by the U.S. Food and Drug Administration (FDA) for broad use in this age group. Characteristics of physicians who prescribed antipsychotics to young children were identified, and prescribing patterns involving young children and adults were compared. Physician-level prescribing data from IMS Health's Xponent database were linked with American Medical Association Masterfile data and analyzed. The sample included all U.S. psychiatrists and a random sample of 5% of family medicine physicians who wrote at least ten antipsychotic prescriptions per year from 2008 to 2011 (N=31,713). Logistic and hierarchical binomial regression models were estimated to examine physician prescribing for children ages zero to nine, and the types and numbers of ingredients used for children versus adults ages 20 to 64 were compared. Among antipsychotic prescribers, 42.2% had written at least one antipsychotic prescription for young children. Such prescribing was more likely among physicians age ≤39 versus ≥60 (odds ratio [OR]=1.70) and physicians in rural versus nonrural areas (OR=1.11) and was less likely among males (OR=.93) and graduates of a top-25 versus a lower-ranked U.S. medical school (OR=.87). Among physicians who prescribed antipsychotics to young children and adults, 75.0% of prescriptions for children and 35.7% of those for adults were for drugs with an FDA-approved indication for that age. Fewer antipsychotic agents were prescribed for young children (median=2) versus adults (median=7). Prescribing antipsychotics for young children was relatively common, but prescribing patterns differed between young children and adults.

Spotlight on Young Children and Social Studies

ERIC Educational Resources Information Center

Koralek, Derry, Ed.; Mindes, Gayle, Ed.

2006-01-01

When engaged in social studies, with guidance and encouragement from adults, children develop awareness of self and family and become active participants in the larger community. The knowledge and skills learned through social studies prepare children to become informed and engaged citizens of their country and the world. In this collection of…

Mapping with Young Children.

ERIC Educational Resources Information Center

Sunal, Cynthia Szymanski; Warash, Bobbi Gibson

Techniques for encouraging young children to discover the purpose and use of maps are discussed. Motor activity and topological studies form a base from which the teacher and children can build a mapping program of progressive sophistication. Concepts important to mapping include boundaries, regions, exteriors, interiors, holes, order, point of…

Offline and Online Civic Engagement among Adolescents and Young Adults from Three Ethnic Groups

ERIC Educational Resources Information Center

Jugert, Philipp; Eckstein, Katharina; Noack, Peter; Kuhn, Alexandra; Benbow, Alison

2013-01-01

Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB),…

Helping Young Children Manage Stress.

ERIC Educational Resources Information Center

Texas Child Care, 2002

2002-01-01

Describes the common symptoms of stress exhibited by young children including: (1) social or behavioral; (2) physical; (3) emotional; (4) cognitive; and (5) language. Addresses causes of stress, which typically represent change, fear, or loss in children. Offers strategies for easing children's stress including muscle relaxation, deep breathing,…

A cross-cultural comparison of mothers' beliefs about their parenting very young children.

PubMed

Senese, Vincenzo Paolo; Bornstein, Marc H; Haynes, O Maurice; Rossi, Germano; Venuti, Paola

2012-06-01

Parental beliefs are relevant to child development because they shape parenting behaviors and help to determine and regulate child cognitive and socioemotional growth. Here we investigated cross-cultural variation in Italian and U.S. mothers' parental beliefs about their social and didactic interactions with their young children. To compare parental beliefs, the Parental Style Questionnaire (PSQ) was administered to samples of 273 Italian mothers and 279 U.S. mothers of 20-month-olds (55% male). To conduct substantive cross-cultural comparisons of beliefs, the measurement invariance of the PSQ was first established by hierarchical multi-group confirmatory factor analyses. The PSQ was essentially invariant across cultures. Italian mothers reported that they engaged in both social and didactic behaviors with their young children less frequently than U.S. mothers. Results of our study confirm that mothers in different cultures differentially value parental stimulation and its relevance for early child development. Copyright © 2012 Elsevier Inc. All rights reserved.

Young children and parental physical activity levels: findings from the Canadian health measures survey.

PubMed

Adamo, Kristi B; Langlois, Kellie A; Brett, Kendra E; Colley, Rachel C

2012-08-01

Physical inactivity is a global public health concern. The relationship between dependent children in the home and parental physical activity has not been quantified using objective measures, nor has the relative association of the physical activity levels of mothers and fathers been examined. To investigate the association of children of different ages in the home on two measures of parental physical activity: daily moderate-to-vigorous physical activity (MVPA) and likelihood of meeting the guideline of 150 minutes of MVPA per week accumulated in 10-minute bouts. Data were from the 2007-2009 Canadian Health Measures Survey (n=2315), and analyses were conducted between February and December 2011. MVPA was measured directly using accelerometry. Linear (minutes of MVPA) and logistic (meeting physical activity guidelines) regression models were performed to determine if the presence, number of children, or the age of the youngest child at home was associated with parental physical activity. All models were adjusted for parental age, marital status, household income, employment, and BMI. Mothers whose youngest child was aged <6 years and fathers whose youngest was aged 6-11 years engaged in fewer minutes of daily MVPA than those without dependent children. Linear regression results identified that in comparison to those without children, women whose youngest child in the home was aged <6 years participated in 7.7 minutes less activity per day (p=0.007) whereas men engaged in 5.7 fewer minutes per day, or 54 and 40 minutes per week less, respectively. Similarly, logistic regression analyses indicated that both women and men were less likely to meet guidelines if their youngest child in the home was aged <6 years (OR=0.31, 95% CI=0.11, 0.87; OR=0.34, 95% CI=0.13, 0.93). The physical activity level of parents with young children present in the home was lower than that of those without children. Given the many physiologic, psychological, and social benefits of healthy

Equine-Assisted Occupational Therapy: Increasing Engagement for Children With Autism Spectrum Disorder.

PubMed

Llambias, Cecilia; Magill-Evans, Joyce; Smith, Veronica; Warren, Sharon

Engagement in meaningful activities is essential to development and is often reduced in children with autism spectrum disorder (ASD) who have limited engagement in activities or relationships. A multiple-baseline design was used with 7 children with ASD ages 4-8 yr to assess the effect of including a horse in occupational therapy intervention on task engagement. The children showed improvements in engagement. Including horses in occupational therapy sessions may be a valuable addition to conventional treatments to increase task engagement of children with ASD. Factors related to the environment, therapeutic strategies, and individual participation need to be considered in understanding why this intervention may be effective and developing a theoretical basis for implementation. Copyright © 2016 by the American Occupational Therapy Association, Inc.

Young Children as Curators

ERIC Educational Resources Information Center

Hope, Alice

2018-01-01

Literature that addresses young children's learning in galleries and museums typically concentrates on what is already offered and discusses what has proven to be effective, or not, in accommodating their needs. This article offers insight into how objects can be explored with early years children at school, to create greater understanding of…

Hybrid Masculinity and Young Men’s Circumscribed Engagement in Contraceptive Management

PubMed Central

Fefferman, Ann M.; Upadhyay, Ushma D.

2018-01-01

This research explores how gender shapes contraceptive management through in-depth interviews with 40 men and women of color ages 15 to 24, a life stage when the risk of unintended pregnancy is high in the United States. Although past research focuses on men’s contraception-avoidant behaviors, little sociological work has explored ways men engage in contraception outside of condoms, such as contraceptive pills. Research often highlights how women manage these methods alone. Our research identifies how young men of color do help manage these methods through their engagement in contraceptive decision-making and use. Men accomplish this without limiting their partners’ ability to prevent pregnancy. This is despite structural barriers such as poverty and gang-related violence that disproportionately affect low-income young men of color and often shape their reproductive goals. However, men’s engagement is still circumscribed so that women take on a disproportionate burden of pregnancy prevention, reifying gender boundaries. We identify this as a form of hybrid masculinity, because men’s behaviors are seemingly egalitarian but also sustain women’s individualized risk of unintended pregnancy. This research points to the complexity of how race, class, and gender intersect to create an engaged but limited place for men in contraceptive management among marginalized youth. PMID:29755203

The Relationship between Pain, Self-Injury, and Other Problem Behaviors in Young Children with Autism and Other Developmental Disabilities

ERIC Educational Resources Information Center

Courtemanche, Andrea B.; Black, William R.; Reese, R. Matthew

2016-01-01

Research has suggested that individuals who engage in self-injurious behavior may have enhanced expressions of pain, which contradicts previous assertions of blunted pain sensitivity in this population. The purpose of this study was to measure expressions of pain among young children being evaluated for autism and other neurodevelopmental…

Young Children's Concepts of Shape.

ERIC Educational Resources Information Center

Clements, Douglas H.; Swaminathan, Sudha; Hannibal, Mary Anne Zeitler; Sarama, Julie

1999-01-01

Investigates, by conducting individual clinical interviews of 97 children ages 3 to 6, the criteria preschool children use to distinguish members of a class of shapes from other figures, emphasizing identification and descriptions of shapes and reasons for these identifications. Concludes that young children initially form schemas on the basis of…

Young Children in Deep Poverty. Fact Sheet

ERIC Educational Resources Information Center

Ekono, Mercedes; Jiang, Yang; Smith, Sheila

2016-01-01

A U.S. family of three living in deep poverty survives on an annual income below $9,276, or less than $9.00 a day per family member. The struggle to raise children on such a meager income is not a rare circumstance among U.S. families, especially those with young children. Currently, 11 percent of young children (0-9 years) live in households with…

Evaluating Otto the Auto: Does Engagement in an Interactive Website Improve Young Children’s Transportation Safety?

PubMed Central

Johnston, Anna; Shen, Jiabin; Li, Peng

2017-01-01

Transportation-related injuries are a leading cause of pediatric death, and effective interventions are limited. Otto the Auto is a website offering engaging, interactive activities. We evaluated Otto among a sample of sixty-nine 4- and 5-year-old children, who participated in a randomized parallel group design study. Following baseline evaluation, children engaged with either Otto or a control website for 2 weeks and then were re-evaluated. Children who used Otto failed to show increases in transportation safety knowledge or behavior compared to the control group, although there was a dosage effect whereby children who engaged in the website more with parents gained safer behavior patterns. We conclude Otto may have some efficacy when engaged by children with their parents, but continued efforts to develop and refine engaging, effective, theory-driven strategies to teach children transportation safety, including via internet, should be pursued. PMID:28753920

Integrating Mathematics and Children's Literature for Young Children with Disabilities

ERIC Educational Resources Information Center

Green, Katherine B.; Gallagher, Peggy A.; Hart, Lynn

2018-01-01

Math skills are critical for children's future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50…

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

PubMed Central

Kraus, Nina; Slater, Jessica; Thompson, Elaine C.; Hornickel, Jane; Strait, Dana L.; Nicol, Trent; White-Schwoch, Travis

2014-01-01

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

PubMed

Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

2014-01-01

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

Music and Movement for Young Children's Healthy Development

ERIC Educational Resources Information Center

Izumi-Taylor, Satomi; Morris, Vivian Gunn; Meredith, Cathy D.; Hicks, Claire

2012-01-01

Young children enjoy moving around when they hear music. Children take pleasure in physical activities that contribute to their healthy development. Physical activities are vital to retain healthy bodies, and inactivity is one cause of obesity in young children (Dow, 2010; Izumi-Taylor & Morris, 2007). This article describes how teachers and…

An exploration of the data collection methods utilised with children, teenagers and young people (CTYPs).

PubMed

Flanagan, Sarah M; Greenfield, Sheila; Coad, Jane; Neilson, Susan

2015-03-01

The impact of cancer upon children, teenagers and young people can be profound. Research has been undertaken to explore the impacts upon children, teenagers and young people with cancer, but little is known about how researchers can 'best' engage with this group to explore their experiences. This review paper provides an overview of the utility of data collection methods employed when undertaking research with children, teenagers and young people. A systematic review of relevant databases was undertaken utilising the search terms 'young people', 'young adult', 'adolescent' and 'data collection methods'. The full-text of the papers that were deemed eligible from the title and abstract were accessed and following discussion within the research team, thirty papers were included. Due to the heterogeneity in terms of the scope of the papers identified the following data collections methods were included in the results section. Three of the papers identified provided an overview of data collection methods utilised with this population and the remaining twenty seven papers covered the following data collection methods: Digital technologies; art based research; comparing the use of 'paper and pencil' research with web-based technologies, the use of games; the use of a specific communication tool; questionnaires and interviews; focus groups and telephone interviews/questionnaires. The strengths and limitations of the range of data collection methods included are discussed drawing upon such issues as of the appropriateness of particular methods for particular age groups, or the most appropriate method to employ when exploring a particularly sensitive topic area. There are a number of data collection methods utilised to undertaken research with children, teenagers and young adults. This review provides a summary of the current available evidence and an overview of the strengths and limitations of data collection methods employed.

Early School Engagement and Late Elementary Outcomes for Maltreated Children in Foster Care

PubMed Central

Pears, Katherine C.; Kim, Hyoun K.; Fisher, Philip A.; Yoerger, Karen

2013-01-01

Children with a history of maltreatment and placement into foster care face elevated risks of poor psychosocial outcomes including school failure, substance use, externalizing and deviant peer association. For children in the general population, school engagement appears to be a promotive factor in preventing negative outcomes. In this study, differences in behavioral, affective, and cognitive dimensions of school engagement in early elementary school were explored in maltreated children in foster care (n = 93) and a community comparison group of low SES, non-maltreated children (n = 54). It was also hypothesized that the three dimensions of school engagement would mediate the association between being maltreated and in foster care and several outcomes in late elementary school (Grades 3 to 5): academic competence, endorsement of substance use, externalizing behaviors, and deviant peer association. Measures were multi-method and multi-informant. Results showed that the children in foster care had lower affective and cognitive school engagement than children in the community comparison group. Structural equation modeling revealed that both affective and cognitive school engagement mediated the association between group status and academic competence in late elementary school. Cognitive engagement also mediated the association between group status and engagement in risk behaviors. The identification of dimensions of early school engagement that predict later outcomes suggests potential points of intervention to change trajectories of academic and behavioral adjustment for maltreated children in foster care. PMID:23477532

Engaging High-Risk Young Mothers into Effective Programming: The Importance of Relationships and Relentlessness

ERIC Educational Resources Information Center

Chablani, Anisha; Spinney, Elizabeth R.

2011-01-01

This article describes a model designed to engage very high-risk pregnant and parenting young mothers who are not traditionally served by home visiting or other young parent programs. These disengaged young mothers do not live in stable environments: they are street or gang involved, in danger of dropping out of school or have already dropped out,…

Keeping Young Gifted Students Engaged through Science

ERIC Educational Resources Information Center

Corash, Dennis N.; Jones, Melinda

2012-01-01

Many children fall in love with science at an early age. There is just something about exploring critters, crud, gears, pulleys, and other "stuff" that has fascinated generations of young students. Unfortunately, in many schools across the nation, science in the elementary classroom is relegated to the back burner as other curricular areas have…

Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland

ERIC Educational Resources Information Center

Shay, Marnee; Heck, Deborah

2015-01-01

This article will discuss some of the findings from a qualitative research project that explored the connections between alternative education and Indigenous learners. This study investigated how flexi school leaders reported they were supporting Indigenous young people to remain engaged in education. The results of the survey provide demographic…

Young Children and Trauma: Intervention and Treatment

ERIC Educational Resources Information Center

Osofsky, Joy D., Ed.

2004-01-01

Recent years have seen significant advances in knowledge about the effects of exposure to psychological trauma on young children from birth to age 5. This volume brings together leading experts to address practical considerations in working with traumatized young children and their caregivers. State-of-the-art assessment and treatment approaches…

Outdoor Experiences for Young Children. ERIC Digest.

ERIC Educational Resources Information Center

Rivkin, Mary S.

This digest examines the value of outdoor experience for young children, reasons for its decline, ways to enhance school play spaces, and aspects of developmentally appropriate outdoor environments. Young children appear to benefit from being outdoors and especially need the broad experiential base provided by being outdoors. The richness and…

Use of songs to promote independence in morning greeting routines for young children with autism.

PubMed

Kern, Petra; Wolery, Mark; Aldridge, David

2007-08-01

This study evaluated the effects of individually composed songs on the independent behaviors of two young children with autism during the morning greeting/entry routine into their inclusive classrooms. A music therapist composed a song for each child related to the steps of the morning greeting routine and taught the children's teachers to sing the songs during the routine. The effects were evaluated using a single subject withdrawal design. The results indicate that the songs, with modifications for one child, assisted the children in entering the classroom, greeting the teacher and/or peers and engaging in play. For one child, the number of peers who greeted him was also measured, and increased when the song was used.

Young Children's Behaviour: Practical Approaches for Caregivers and Teachers.

ERIC Educational Resources Information Center

Porter, Louise

Noting that adults caring for young children often find themselves responding to children's misbehavior in ways contradictory to their overall goals of children's autonomy and self-management, this book provides practical child-centered suggestions for responding to young children's disruptive behavior and suggests behavior management techniques…

Language Flowering, Language Empowering for Young Children.

ERIC Educational Resources Information Center

Honig, Alice Sterling

Based upon the view that parents, home visitors, and teachers in early childhood settings need tools for empowering young children to develop language, this paper examines what adults need to know to guide young children's language development and presents 20 suggestions for enhancing language growth. The paper maintains that adults need to know…

Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes.

PubMed

Tuominen-Soini, Heta; Salmela-Aro, Katariina

2014-03-01

Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress. PsycINFO Database Record (c) 2014 APA, all rights reserved.

From Listening to Understanding: Interpreting Young Children's Perspectives

ERIC Educational Resources Information Center

Colliver, Yeshe

2017-01-01

As young children's perspectives are increasingly "taken seriously" across disciplines, the pursuit of authentic and ethical research with young children has become the subject of recent discussion. Much of this relates to listening "authentically" to (or understanding) young children, focusing on research design, ethics,…

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Studies in Mathematical Thinking and Learning Series

ERIC Educational Resources Information Center

Clements, Douglas H., Ed.; DiBiase, Ann-Marie, Ed.; Sarama, Julie, Ed.

2004-01-01

This book brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's…

Systematic review of epilepsy self-management interventions integrated with a synthesis of children and young people's views and experiences.

PubMed

Lewis, Sheila A; Noyes, Jane; Hastings, Richard P

2015-03-01

To determine the effectiveness of epilepsy self-management interventions and explore the views and experiences of medication and seizures by children and young people. Experiencing seizures and side-effects from anti-epileptic medicines have negative impacts on children and young people managing their epilepsy. Children commonly experiment with not taking epilepsy medication as prescribed and engage in unhealthy lifestyles. DESIGN/REVIEW METHODS: Mixed-method systematic review with theory development. Cochrane quantitative methods and thematic synthesis of qualitative and survey evidence. Eight databases were searched from earliest dates to July 2013. Nineteen studies were included. Meta-analysis was not possible. Zero of nine intervention studies showed improvement in anti-epilepsy medication adherence. Skill-based behavioural techniques with activities such as role play and goal setting with young people increased epilepsy knowledge and seizure self-management (small effects). Intervention studies were methodologically weak and no studies reported if improvement in self-management was sustained over time. Synthesis of nine qualitative and one mixed-method studies generated six themes encapsulating anti-epilepsy medication and epilepsy effects. There was a lack of fidelity between intervention programme theories and what children and young people found difficult with medication self-management and managing the effects of epilepsy. Children and young people knowingly and/or unknowingly take risks with their epilepsy and give reasoned explanations for doing so. There are no effective interventions to change epilepsy medication adherence behaviours. There is an urgent need for more innovative and individually tailored interventions to address specific challenges to epilepsy self-management as identified by children and young people themselves. © 2014 John Wiley & Sons Ltd.

Philosophy for Young Children: A Practical Guide

ERIC Educational Resources Information Center

Gaut, Berys; Gaut, Morag

2011-01-01

Co-written by a professor of philosophy and a practising primary school teacher, "Philosophy for Young Children" is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries--enough for a year's work--that have all been successfully tried, tested and enjoyed with young children from the age of three…

Engagement in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development.

PubMed

Axelsson, A K; Granlund, M; Wilder, J

2013-07-01

Participation is known to be of great importance for children's development and emotional well-being as well as for their families. In the International Classification of Functioning, Disability and Health - Children and Youth version participation is defined as a person's 'involvement in a life situation'. Engagement is closely related to involvement and can be seen as expressions of involvement or degree of involvement within a situation. This study focuses on children's engagement in family activities; one group of families with a child with profound intellectual and multiple disabilities (PIMD) and one group of families with children with typical development (TD) were compared. A descriptive study using questionnaires. Analyses were mainly performed by using Mann-Whitney U-test and Spearman's rank correlation test. Engagement in family activities differed in the two groups of children. The children with PIMD had a lower level of engagement in most family activities even though the activities that engaged the children to a higher or lesser extent were the same in both groups. Child engagement was found to correlate with family characteristics mostly in the children with TD and in the children with PIMD only negative correlations occurred. In the children with PIMD child engagement correlated with cognition in a high number of listed family activities and the children had a low engagement in routines in spite of these being frequently occurring activities. Level of engagement in family activities in the group of children with PIMD was lower compared with that in the group of children with TD. Families with a child with PIMD spend much time and effort to adapt family living patterns to the child's functioning. © 2013 John Wiley & Sons Ltd.

Stravinsky's "Firebird" and Young Children.

ERIC Educational Resources Information Center

Roebuck, Edith

1999-01-01

Describes how the young children of the Early Learning Center in the Chelsea (Massachusetts) school district learned about Igor Stravinsky's ballet suite, "The Firebird." Explains that children in three kindergarten classes depicted the ballet's characters in a participatory performance. Highlights some qualitative observations. (CMK)

Seminar on young child nutrition: improving nutrition and health status of young children in indonesia.

PubMed

Isabelle, Mia; Chan, Pauline

2011-01-01

The Seminar on Young Child Nutrition: Improving Nutrition and Health Status of Young Children in Indonesia held in Jakarta on November 2009 reviewed the current nutritional and health status of young children in Indonesia and identified key nutrient deficiencies affecting their optimal growth. The continuation of child growth from fetal stage is of paramount importance; and maternal and child health should be a central consideration in policy and strategy development. Clinical management of nutrient deficiency and malnutrition, as well as strategies and education to improve feeding practices of young Indonesian children were discussed in the seminar. Relevant experiences, approaches and strategies from France, New Zealand and Malaysia were also shared and followed with discussion on how regulatory systems can support the development of health policy for young children. This report highlights important information presented at the seminar.

Supporting Young Artists: The Development of the Visual Arts in Young Children.

ERIC Educational Resources Information Center

Epstein, Ann S.; Trimis, Eli

Based on the view that art should be a vital component of young childrens experiences, this book examines the High/Scope approach to the visual arts for young children in early care and education settings and highlights an in-depth studio approach to developing art. The book is organized in two parts. Chapters in Part 1 present the High/Scope…

Social norms of accompanied young children and observed crossing behaviors.

PubMed

Rosenbloom, Tova; Sapir-Lavid, Yael; Hadari-Carmi, Ofri

2009-01-01

Social norms for accompanied young children and crossing behaviors were examined in two studies conducted in an Ultra-Orthodox Jewish community in Israel. In Study 1, road behaviors of young children crossing with and without accompaniment and older children were observed, and the actual social norm for accompanied school children younger than 9-years-old was examined. In Study 2, the perceived norm of accompaniment was tested by questionnaires. Young children who crossed without accompaniment exhibited poorer crossing skills compared to older children and to young children crossing with accompaniment. In the four locations observed, the actual accompaniment rate ranged between 15%-60%. The perceived social norm for child accompaniment was lower than the actual norm. The discussion refers to both theoretical issues and their practical implications.

Harsh Parenting As a Potential Mediator of the Association Between Intimate Partner Violence and Child Disruptive Behavior in Families With Young Children.

PubMed

Grasso, Damion J; Henry, David; Kestler, Jacqueline; Nieto, Ricardo; Wakschlag, Lauren S; Briggs-Gowan, Margaret J

2016-07-01

Young children living with intimate partner violence (IPV) are often also exposed to harsh parenting. Both forms of violence increase children's risk for clinically significant disruptive behavior, which can place them on a developmental trajectory associated with serious psychological impairment later in life. Although it is hypothesized that IPV behaviors may spillover into harsh parenting, and thereby influence risk for disruptive behavior, relatively little is known about these processes in families with young children. The current study examines the overlap of the quality and frequency of psychological and physical forms of IPV and harsh parenting, and tests whether harsh parenting mediates the relationship between IPV and child disruptive behavior in a diverse cross-sectional sample of 81 children ages 4 to 6 years. Results suggest that mothers reporting a greater occurrence of psychologically aggressive IPV (e.g., yelling, name-calling) more often engage in psychological and physical aggression toward their children (odds ratios [ORs] = 4.6-9.9). Mothers reporting a greater occurrence of IPV in the form of physical assault more often engage in mild to more severe forms of physical punishment with potential harm to the child (ORs = 3.8-5.0). Psychological and physical forms of IPV and harsh parenting all significantly correlated with maternal reports of child disruptive behavior (r = .29-.40). Psychological harsh parenting partially mediated the association between psychological IPV and child disruptive behavior. However, a significant direct effect of psychological IPV on preschool children's disruptive behavior remained. Implications for child welfare policy and practice and intervention, including the need for increased awareness of the negative impact of psychological IPV on young children, are discussed. © The Author(s) 2015.

The Seeds of Learning: Young Children Develop Important Skills through Their Gardening Activities at a Midwestern Early Education Program

ERIC Educational Resources Information Center

Miller, Dana L.

2007-01-01

Using teachers as co-researchers to collect and analyze data, this case study explored preschool and kindergarteners' learning when they were engaged in hands-on activities in the garden and greenhouse areas of a model outdoor classroom. Key findings suggest that when young children are participating in garden and greenhouse activities they are:…

Young Readers Programme Evaluation 2015/2016

ERIC Educational Resources Information Center

Pabion, Clémence; Clark, Christina

2016-01-01

The Young Readers Programme (YRP) motivates children to read for enjoyment by running a series of three literacy-focused events, teaching children strategies to choose books that are right for them, and showing them that reading can be enjoyable. One of the most effective ways of developing children's literacy skills is to engage them in reading…

What Do Young Children Dream about?

ERIC Educational Resources Information Center

Honig, Alice Sterling; Nealis, Arlene L.

2012-01-01

Young children's dreams can be a way for teachers and caregivers to share with children and an opportunity for children to describe and even draw dreams. In two different preschool settings, in two different geographical locales, 94 children, aged 3-5 years, shared 266 dreams with a trusted, familiar teacher. Dreams were coded anonymously. The…

Sixth Sense: The Disabled Children and Young People's Participation Project

ERIC Educational Resources Information Center

Murray, Rosemary

2012-01-01

The Disabled Children and Young Peoples Participation Project (DCYPPP) was established by Barnardos (Northern Ireland) in 2002 to explore ways of involving children and young people with disabilities in decision-making processes within Children's Services Planning of the Health and Social Services Board. Over 200 young people have participated in…

Young children's emotional practices while engaged in long-term science investigation

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos

2004-09-01

In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social-constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3-year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments.

Young African American children constructing identities in an urban integrated science-literacy classroom

NASA Astrophysics Data System (ADS)

Kane, Justine M.

This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which the four children saw and performed themselves as students and as science students in their classroom. Interview data were used for the narrative analysis and classroom Discourse and artifacts were used for the discursive analysis. A constructivist grounded theory framework was adopted for both analyses. The findings highlight the diversity and richness of perspectives and forms of engagement these young children shared and enacted, and help us see African American children as knowers, doers, and talkers of science individually and collectively. In their stories about themselves, all the children identified themselves as smart but they associated with smartness different characteristics and practices depending on their strengths and preferences. Drawing on the children's social, cultural, and ethnolinguistic resources, the dialogic and multimodal learning spaces facilitated by their teacher allowed the children to explore, negotiate, question, and learn science ideas. The children in this study brought their understandings and ways of being into the "lived-in" spaces co-created with classmates and teacher and influenced how these spaces were created. At the same time, each child's ways of being and understandings were shaped by the words, actions, behaviors, and feelings of peers and teacher. Moreover, as these four children engaged with science-literacy activities, they came to see themselves as competent, creative, active participants in science learning. Although their stories of "studenting" seemed dominated by following rules and being well-behaved, their stories of "sciencing" were filled with exploration, ingenuity

Grief: Helping Young Children Cope

ERIC Educational Resources Information Center

Wood, Frances B.

2008-01-01

In their role as caregivers supporting the children they teach, it is important for teachers to understand the grieving process and recognize symptoms of grief. The author explains Elisabeth Kubler-Ross's five stages of grief and offers 10 classroom strategies to help young children cope with their feelings.

Providing Rich Art Activities for Young Children

ERIC Educational Resources Information Center

Mulcahey, Christine

2009-01-01

Using works of art with young children is a perfect way to bridge the gap between art activities that are too open or too closed. Teachers of young children sometimes try to find a middle ground by allowing free painting time at an easel in addition to recipe-oriented activities such as putting together precut shapes to create a spider or an apple…

Identifying Engagement in Children with Autism in the Home Setting

ERIC Educational Resources Information Center

Harte, Helene Arbouet

2010-01-01

This qualitative study examines perspectives of parents of children with autism related to engagement in the home environment. Increased engagement decreases the likelihood of less productive behaviors. Investigation of engagement in the home setting may provide insights into the development of interventions. Collaboration between parents and…

Teaching Chess to Young Children.

ERIC Educational Resources Information Center

Bankauskas, Deborah

2000-01-01

Presents suggestions for teaching chess to young children as part of the problem-solving component of a kindergarten mathematics curriculum. Discusses the introduction of pairs of chess characters, playing challenge games with teachers to enhance skill development, and writing down the rules of the game. Notes that children's problem-solving and…

Young Children's Language of Togetherness.

ERIC Educational Resources Information Center

de Haan, Dorian; Singer, Elly

2001-01-01

Discusses verbal strategies used by young children to express and construct a sense of togetherness. Presents the case study of one child, 3-5 years old, in his interactions with other children and teachers. Describes three general mechanisms for expressing togetherness: expression of common ground, of cooperation, and of care. (JPB)

Supporting Young Children with Disabilities

ERIC Educational Resources Information Center

Hebbeler, Kathleen; Spiker, Donna

2016-01-01

What do we know about young children with delays and disabilities, and how can we help them succeed in prekindergarten through third grade? To begin with, Kathleen Hebbeler and Donna Spiker write, identifying children with delays and disabilities to receive specialized services under the Individuals with Disabilities Education Act poses several…

Predictors of race, adoption, and sexual orientation related socialization of adoptive parents of young children.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2016-04-01

Using a sample of 125 lesbian, gay, and heterosexual adoptive parent couples with young children (M = 6.32 years), this study examined predictors of direct socialization (preparation for adoptism, racism, and heterosexism) and indirect socialization (modeling interactions by responding to outsiders' inquiries about their child's adoptive status, racial background, or family structure). In terms of direct socialization, parents of older children tended to engage in more socialization around adoptism and heterosexism, and parents of daughters tended to engage in more socialization around racism and heterosexism. Greater perceived child interest in adoption was related to more direct socialization around adoptism. Parents of color reported more direct socialization around racism. Having a child of color was related to more direct socialization around heterosexism. Regarding indirect socialization, sexual minority parents reported more socialization around adoption and race. Greater perceived child interest in adoption was related to more indirect adoption socialization. Being more "out" was related to more indirect socialization around parent sexual orientation. (c) 2016 APA, all rights reserved).

Young Children Being Rhythmically Playful: Creating "Musike" Together

ERIC Educational Resources Information Center

Alcock, Sophie

2008-01-01

This article explores young children's rhythmic, musical, aesthetic and playful creative communication in an early childhood education centre. Young children's communication is musically rhythmic and social. The data, presented as "events", formed part of an ethnographic-inspired study conducted by the researcher as a participant observer.…

Taking the Risk to Engage in Race Talk: Professional Development in Elementary Schools

ERIC Educational Resources Information Center

Coles-Ritchie, Marilee; Smith, Robin Renee

2017-01-01

Developing public education where every child has the right to learn requires that teachers pay attention to and engage in race talk--open discussion about race, social construction of race, and racism. While it is clear that children engage and reflect critically about these aspects of race even at a young age, teachers rarely engage in race talk…

Child Behaviors of Young Children With Autism Spectrum Disorder Across Play Settings.

PubMed

MacDonald, Megan; Hatfield, Bridget; Twardzik, Erica

2017-01-01

The hallmark characteristics of a diagnosis of autism spectrum disorder (ASD) are deficits in social communicative skills and the use of repetitive and/or stereotyped behaviors. In addition, children with ASD experience known motor-skill delays. The purpose of this study was to examine salient child behaviors of young children with and without ASD in 2 distinctly different play settings: a traditional social-play-based setting and a motor-behavior-based play setting. Child behavior (engagement toward parent, negativity, and attention) and dyad characteristics (connectedness) were examined in 2 distinctly different play settings. Results indicated that children with ASD performed more like their peers without ASD in a social-play-based setting and less like their peers in a motor-behavior-based play setting. Aspects of our results shed light on the critical need to develop creative methods of early intervention that combine efforts in all aspects of child development, including motor-skill development.

Book Ownership and Young Children's Learning

ERIC Educational Resources Information Center

Tadesse, Selamawit; Washington, Patsy

2013-01-01

Research indicates that there are positive effects when young children read and explore books for pleasure, as such activities help build the skills and knowledge that are critical to schooling. Reading for pleasure is facilitated when children have access to books in their own homes. There are great variations in children's book ownership…

Engaging Parents in Preventive Interventions for Young Children: Working with Cultural Diversity Within Low-Income, Urban Neighborhoods.

PubMed

Dawson-McClure, Spring; Calzada, Esther J; Brotman, Laurie M

2017-08-01

A robust literature documents the impact of poverty on child development and lifelong health, well-being and productivity. Racial and ethnic minority children continue to bear the burden of poverty disproportionately. Evidence-based parenting interventions in early childhood have the potential to attenuate risk attributable to poverty and stress. To reduce racial, ethnic, and socioeconomic disparities in the USA, parenting interventions must be accessible, engaging, and effective for low-income families of color living in large urban centers. This paper describes the initial development of ParentCorps and ongoing improvements to realize that vision. Initial development focused on creating a parenting intervention that places culture at the center and effectively embedding it in schools. ParentCorps includes core components found in nearly all effective parenting interventions with a culturally informed approach to engaging families and supporting behavior change. As the intervention is implemented at scale in increasingly diverse communities, improvement efforts include augmenting professional development to increase racial consciousness among all staff (evaluators, coaches, and school-based facilitators) and applying an implementation science framework to study and more fully support schools' use of a package of engagement strategies.

Young Children and the Arts: Nurturing Imagination and Creativity

ERIC Educational Resources Information Center

Korn-Bursztyn, Carol, Ed.

2012-01-01

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory…

Teaching Young Children How to Sing: One School's Experience

ERIC Educational Resources Information Center

Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

Young Children Can Be Key to Fire-Safe Families

ERIC Educational Resources Information Center

Kourofsky, Carolyn E.; Cole, Robert E.

2010-01-01

For more than 15 years, preschool programs nationwide have worked with Fireproof Children/Prevention First, an international center for injury prevention research and education, to bring fire safety education to young children and their families. The "play safe! be safe!"[R] curriculum includes lessons that young children can learn and understand,…

Using Technologies to Support the Social and Academic Engagement of Young People with Cancer

ERIC Educational Resources Information Center

Donovan, Owen M.

2017-01-01

Situated in the larger questions of how to support the educational engagement and positive psychosocial development of young people with cancer, the purpose of this exploratory study was to address gaps in the literature and build understanding of how young people use digital and Internet-connected technologies in ways that support their social…

Lumbar disc herniation in young children.

PubMed

Haidar, R; Ghanem, I; Saad, S; Uthman, I

2010-01-01

This article explores lumbar disc herniation in young children through focusing on matters relevant to patient presentation, physical examination, differential diagnosis, imaging and treatment. Major databases were searched for studies that addressed lumbar disc herniation in young children. Diagnosis of lumbar disc herniation in young children is usually delayed because of the rarity and lack of experience with this entity and the difficulty in extracting a reliable medical history. Nevertheless, lumbar disc herniation should be considered in the differential diagnosis of any young child presenting with a chief complaint of back pain and/or radiculopathy, especially in the setting of recent trauma. This should be coupled with a directed physical examination to elicit signs and narrow the differential diagnosis. Imaging studies, mainly magnetic resonance imaging, will help establish a diagnosis; yet radiographs are still required to exclude other spinal lesions. The initial management of lumbar disc herniation in children is the same as that in adults and consists of conservative treatment unless lumbar disc herniation affects the patient's motor and neurological functions in which case, early surgical treatment must be undertaken. Although the latter remains more difficult, current experience suggests a favourable outcome. Awareness of lumbar disc herniation will help the paediatrician extract a relevant medical history, perform a directed physical examination, and order appropriate imaging studies. This will aid in initiating early intervention, be it conservative or operative, and achieving a favourable outcome.

Classroom-Based Physical Activity Breaks and Children's Attention: Cognitive Engagement Works!

PubMed Central

Schmidt, Mirko; Benzing, Valentin; Kamer, Mario

2016-01-01

Classroom-based physical activity breaks are postulated to positively impact children's attention during their school day. However, empirical evidence for this claim is scarce and the role of cognitive engagement in enhancing children's attentional performance is unexplored in studies on physical activity breaks. The aim of the present study was therefore to disentangle the separate and/or combined effects of physical exertion and cognitive engagement induced by physical activity breaks on primary school children's attention. In addition, the role of children's affective reactions to acute interventions at school was investigated. Using a 2 × 2 between-subjects experimental design, 92 children between the ages of 11 and 12 years (M = 11.77, SD = 0.41) were randomly assigned to one of four experimental conditions: (1) combo group (physical activity with high cognitive demands), (2) cognition group (sedentary with high cognitive demands), (3) physical group (physical activity with low cognitive demands), and (4) control group (sedentary with low cognitive demands). Attention and affect were measured before and immediately after a 10-min intervention. ANCOVAs revealed that whereas physical exertion had no effect on any measure of children's attentional performance, cognitive engagement was the crucial factor leading to increased focused attention and enhanced processing speed. Mediational analyses showed that changes in positive affect during the interventions mediated the effect between cognitive engagement and focused attention as well as between cognitive engagement and processing speed. These surprising results are discussed in the light of theories predicting both facilitating and deteriorative effects of positive affect on attention. PMID:27757088

The Relationship between Kindergarten Classroom Environment and Children's Engagement

ERIC Educational Resources Information Center

Aydogan, Canan; Farran, Dale C.; Sagsöz, Gülseren

2015-01-01

The primary aim of the present study was to examine the way in which instructional and emotional aspects of teacher support combined to predict children's engagement in learning-related activities in kindergarten classrooms that served a socio-economically diverse population of children. Observations were conducted on teachers and children in 45…

A play and joint attention intervention for teachers of young children with autism: a randomized controlled pilot study.

PubMed

Wong, Connie S

2013-05-01

The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism.

Factors influencing feeding practices of extreme poor infants and young children in families of working mothers in Dhaka slums: A qualitative study.

PubMed

Kabir, Ashraful; Maitrot, Mathilde Rose Louise

2017-01-01

Nutritional status differs between infants and young children living in slum and non-slum conditions-infants and young children living in City Corporation slums are likely to have worse nutritional status compared to those from non-slums. Furthermore, families in slums tend to engage female labor in cash-earning activities as a survival strategy; hence, a higher percentage of mothers stay at work. However, little is known about feeding practices for infants and young children in families with working mothers in slums. This study aims to understand the factors that determine feeding practices for infants and young children living in families with working mothers in Dhaka slums. This study adopted a qualitative approach. Sixteen In-depth Interviews, five Key Informant Interviews, and Focused Group Discussions were conducted with family members, community leaders, and program staff. Method triangulation and thematic analyses were conducted. Feeding practices for infants and young children in families with working mothers are broadly determined by mothers' occupation, basis civic facilities, and limited family buying capacity. Although mothers have good nutritional knowledge, they negotiate between work and feeding their infants and young children. Household composition, access to cooking facilities, and poverty level were also found to be significant determining factors. The results suggest a trade-off between mothers' work and childcare. The absence of alternative care support in homes and/or work places along with societal factors outweighs full benefits of project interventions. Improving alternative childcare support could reduce the burden of feeding practice experienced by working mothers and may improve nutritional outcomes.

Factors influencing feeding practices of extreme poor infants and young children in families of working mothers in Dhaka slums: A qualitative study

PubMed Central

Maitrot, Mathilde Rose Louise

2017-01-01

Background Nutritional status differs between infants and young children living in slum and non-slum conditions—infants and young children living in City Corporation slums are likely to have worse nutritional status compared to those from non-slums. Furthermore, families in slums tend to engage female labor in cash-earning activities as a survival strategy; hence, a higher percentage of mothers stay at work. However, little is known about feeding practices for infants and young children in families with working mothers in slums. This study aims to understand the factors that determine feeding practices for infants and young children living in families with working mothers in Dhaka slums. Methods This study adopted a qualitative approach. Sixteen In-depth Interviews, five Key Informant Interviews, and Focused Group Discussions were conducted with family members, community leaders, and program staff. Method triangulation and thematic analyses were conducted. Results Feeding practices for infants and young children in families with working mothers are broadly determined by mothers’ occupation, basis civic facilities, and limited family buying capacity. Although mothers have good nutritional knowledge, they negotiate between work and feeding their infants and young children. Household composition, access to cooking facilities, and poverty level were also found to be significant determining factors. Conclusion The results suggest a trade-off between mothers’ work and childcare. The absence of alternative care support in homes and/or work places along with societal factors outweighs full benefits of project interventions. Improving alternative childcare support could reduce the burden of feeding practice experienced by working mothers and may improve nutritional outcomes. PMID:28207894

Advice for families traveling to developing countries with young children.

PubMed

Doan, Sylvia; Steele, Russell W

2013-09-01

Young children are most likely to travel to developing countries with their parents to visit relatives. Preparation for such travel must include careful counseling and optimal use of preventive vaccines and chemoprophylaxis. For infants and very young children, data defining safety and efficacy of these agents are often limited. However, accumulated experience suggests that young travelers may be managed similarly to older children and adults.

Socialization and Instrumental Competence in Young Children

ERIC Educational Resources Information Center

Baumrind, Diana

1970-01-01

Discusses relationships between parental authority patterns by which children are influenced and the development of socially responsible and independent behavior in young children (especially girls). (NH)

Discussing sexual and relationship health with young people in a children's hospital: evaluation of a computer-based resource.

PubMed

Bray, Lucy; Sanders, Caroline; McKenna, Jacqueline

2013-12-01

To investigate health professionals' evaluation of a computer-based resource designed to improve discussions about sexual and relationship health with young people. Evidence suggests that some health professionals can experience discomfort discussing sexual health and relationship issues with young people. Professionals within hospital settings should have the knowledge, competencies and skills to be able to ask young people sexual health questions and provide accurate sexual health education. Despite some educational material being available for community and adult services, there are no resources available, which are directly relevant to holding opportunistic discussions with young people within an acute children's hospital. A descriptive survey design. One hundred and fourteen health professionals from a children's hospital in the UK were involved in evaluating a computer-based resource. All completed an online questionnaire survey comprising of closed and open questions. The health professionals reported that the computer-based resource had a positive influence on their knowledge and clinical practice. The videos as well as the concise nature of the resource were evaluated highly. Learning was facilitated by professionals being able to control their learning through rerunning and accessing the resource on numerous occasions. An engaging, accessible computer-based resource has the capability to positively impact on health professionals' knowledge of, and skills in, starting and holding sexual health conversations with young people accessing a children's hospital. Health professionals working with children and young people value accessible, relevant and short computer-based training. This can facilitate knowledge and skill acquisition despite variation in working patterns. Improving the knowledge and skills of professionals working with young people to facilitate appropriate yet opportunistic sexual health discussions is important within the public health agenda

Psychosexual Development in Infants and Young Children: Implications for Caregivers.

ERIC Educational Resources Information Center

Honig, Alice Sterling

Psychosexual development in young children is a topic that early childhood educators often ignore in the belief that children are not sexual beings. This paper discusses psychosexual development in young children, noting that preschoolers are often puzzled by sexual anatomical differences, that children need names for sexual body parts, and that…

Photovoice: Engaging Children with Autism and Their Teachers

ERIC Educational Resources Information Center

Carnahan, Christi R.

2006-01-01

Photovoice is an educational action research tool that embraces visual communication through photography and allows for individualization. In this article, the author describes how a visual teaching method known as photovoice led to improved engagement with peers and learning materials for two young boys with autism. The author also describes how…

The course of early disinhibited social engagement among post-institutionalized adopted children

PubMed Central

Lawler, Jamie M.; Koss, Kalsea J.; Doyle, Colleen M.; Gunnar, Megan R.

2016-01-01

Background Approximately 20% of post-institutionalized (PI) children exhibit disinhibited social engagement (DSE) or the propensity to approach and engage strangers. There is little longitudinal research examining changes in DSE after adoption, or methods of identifying children with persistent behaviors. Methods DSE was assessed observationally four times during the first two years post-adoption in PI children 16-36 months at adoption (n=68) relative to same-age non-adopted children (n=52). At age 5, a validated interview determined which PI children met criteria for Disinhibited Social Engagement Disorder (DSED). Results DSE trajectories initially increased and then stabilized. PIs had higher DSE levels initially and a steeper increase rate than NAs. When separated into physical and non-physical DSE components, group differences arose in initial physical DSE and the rate of change of non-physical DSE. DSE rate of increase predicted DSED diagnosis, as did longer institutional duration and poorer institutional care. Conclusions The rate of increase in DSE post-adoption, rather than the level observed at adoption, is predictive of disordered social engagement by age 5 years. PMID:27460336

Gender and Sexuality in Young Children's Perspectives of AIDS

ERIC Educational Resources Information Center

Bhana, D.; Jewnarain, D.

2012-01-01

Responses to AIDS have often neglected children. Drawing on a qualitative study of young children aged 7-9 years, this paper draws attention to their understandings of HIV and AIDS. It is argued that young children are able to give meaning to the disease in ways that link to their social contexts, where gender inequalities and sexual violence are…

Exploring what motivates and sustains support group engagement amongst young people with allergies: a qualitative study.

PubMed

Jones, Christina J; Sommereux, Lauren A; Smith, Helen E

2018-06-14

Positive self-care behaviours are more likely in young people who engage with allergy support groups, but reasons for this association are not well understood. This study explored how and why young people engage with allergy support groups to identify what activities and resources are beneficial. In-depth, semi-structured interviews were conducted with young people aged 12-21 years who reported engaging with allergy support groups (in person or on-line). Interviews were audiotaped, transcribed verbatim and analysed using thematic content analysis. The 21 participants had a range of allergies; initially most joined support groups on suggestion of their parent/carer although older participants sought groups independently. Feeling included and sharing experiences with people with similar problems/challenges were highly valued. Through membership, young people reported improved self-esteem and confidence in both managing their allergies and lives generally. Information, such as allergy alerts and hard-hitting video campaigns were reported to positively influence adherence to self-care behaviours such as carrying medication which led to sustained engagement. Participants wanted greater availability of allergy support groups, and higher profiles in healthcare and educational settings, as well as through social media. Participants valued the psychological and practical support of networking with others with allergies, and described how membership improved their confidence. This study also provides insight into the ways support groups improve young people's adherence to medical advice and positive self-care behaviours; participants responded well to hard-hitting video campaigns which appeared to emphasise the severity and susceptibility of anaphylaxis. Participants identified the need for more active promotion of support groups amongst young people and their clinicians, as well as making them available in more localities. This article is protected by copyright. All rights

Flat vs. Expressive Storytelling: Young Children's Learning and Retention of a Social Robot's Narrative.

PubMed

Kory Westlund, Jacqueline M; Jeong, Sooyeon; Park, Hae W; Ronfard, Samuel; Adhikari, Aradhana; Harris, Paul L; DeSteno, David; Breazeal, Cynthia L

2017-01-01

Prior research with preschool children has established that dialogic or active book reading is an effective method for expanding young children's vocabulary. In this exploratory study, we asked whether similar benefits are observed when a robot engages in dialogic reading with preschoolers. Given the established effectiveness of active reading, we also asked whether this effectiveness was critically dependent on the expressive characteristics of the robot. For approximately half the children, the robot's active reading was expressive; the robot's voice included a wide range of intonation and emotion ( Expressive ). For the remaining children, the robot read and conversed with a flat voice, which sounded similar to a classic text-to-speech engine and had little dynamic range ( Flat ). The robot's movements were kept constant across conditions. We performed a verification study using Amazon Mechanical Turk (AMT) to confirm that the Expressive robot was viewed as significantly more expressive, more emotional, and less passive than the Flat robot. We invited 45 preschoolers with an average age of 5 years who were either English Language Learners (ELL), bilingual, or native English speakers to engage in the reading task with the robot. The robot narrated a story from a picture book, using active reading techniques and including a set of target vocabulary words in the narration. Children were post-tested on the vocabulary words and were also asked to retell the story to a puppet. A subset of 34 children performed a second story retelling 4-6 weeks later. Children reported liking and learning from the robot a similar amount in the Expressive and Flat conditions. However, as compared to children in the Flat condition, children in the Expressive condition were more concentrated and engaged as indexed by their facial expressions; they emulated the robot's story more in their story retells; and they told longer stories during their delayed retelling. Furthermore, children who

Comparisons of levels and predictors of mothers’ and fathers’ engagement with their preschool aged children

PubMed Central

Schoppe-Sullivan, Sarah J.; Kotila, Letitia; Jia, Rongfang; Lang, Sarah N.; Bower, Daniel J.

2012-01-01

Self-report data from 112 two-parent families were used to compare levels and predictors of four types of mothers’ and fathers’ engagement with their preschool aged children: socialization, didactic, caregiving, and physical play. Mothers were more involved than fathers in socialization, didactic, and caregiving, whereas fathers were more involved than mothers in physical play. Mothers’ greatest engagement was in caregiving, whereas fathers were about equally engaged in didactic, caregiving, and physical play. Mothers who contributed more to family income were less engaged in socialization and caregiving, whereas fathers with nontraditional beliefs about their roles were more engaged in didactic and caregiving. Children with greater temperamental effortful control received more didactic and physical play engagement from mothers. Fathers were more likely to engage in socialization activities with earlier-born children, whereas mothers were more likely to engage in socialization with girls high in effortful control. Mothers were more likely to engage in physical play with boys and with later-born children. PMID:23645966

Generalized trust predicts young children's willingness to delay gratification.

PubMed

Ma, Fengling; Chen, Biyun; Xu, Fen; Lee, Kang; Heyman, Gail D

2018-05-01

Young children's willingness to delay gratification by forgoing an immediate reward to obtain a more desirable one in the future predicts a wide range of positive social, cognitive, and health outcomes. Standard accounts of this phenomenon have focused on individual differences in cognitive control skills that allow children to engage in goal-oriented behavior, but recent findings suggest that person-specific trust is also important, with children showing a stronger tendency to delay gratification if they have reason to trust the individual who is promising the future reward. The current research builds on those findings by examining generalized trust, which refers to the extent to which others are generally viewed as trustworthy. A total of 150 3- to 5-year-olds in China were tested. Participants were given the opportunity to obtain one sticker immediately, or wait for 15 min for two stickers. Results showed that participants with high levels of generalized trust waited longer even after controlling for age and level of executive function. These results suggest that trust plays a role in delaying gratification even when children have no information about the individual who is promising the future reward. More broadly, the findings build on recent evidence that there is more to delay of gratification than cognitive capacity, and they suggest that there are individual differences in whether children consider sacrificing for a future outcome to be worth the risk. Copyright © 2017 Elsevier Inc. All rights reserved.

Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers.

PubMed

Fleury, Veronica P; Hugh, Maria L

2018-06-05

Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children's engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.

Perceptions of Stigma and Self-Reported School Engagement In Same-Sex Couples with Young Children.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2014-09-01

Little research has explored same-sex parents' school engagement, although there is some evidence that same-sex parents' perceptions of openness versus exclusion in the school setting -as well as other interrelated contexts - may have implications for their relationships with and perceptions of their children's schools. The current cross-sectional study used multilevel modeling to examine the relationship between same-sex parents' perceptions of stigma in various contexts and their self-reported school involvement, relationships with teachers, and school satisfaction, using a sample of 68 same-sex adoptive couples (132 parents) of kindergarten-age children. Parents who perceived their communities as more homophobic reported higher levels of school-based involvement. Parents who perceived lower levels of sexual orientation-related stigma at their children's schools reported higher levels of school satisfaction. Parents who perceived lower levels of exclusion by other parents reported higher levels of school-based involvement and better relationships with teachers. However, perceived exclusion interacted with parents' level of outness with other parents, such that parents who were very out and reported high levels of exclusion reported the lowest quality relationships with teachers. Our findings have implications for scholars who study same-sex parent families at various stages of the life cycle, as well as for teachers and other professionals who work with diverse families.

Young Indigenous Students' Engagement with Growing Pattern Tasks: A Semiotic Perspective

ERIC Educational Resources Information Center

Miller, Jodie

2015-01-01

The aim of this study was to determine the role of semiotics in assisting young Indigenous students to engage with and identify the general structure of growing patterns. The theoretical perspective of semiotics underpinned the study. Data are drawn from two Year 3 students, including analysis of pretest questions and two conjecture-driven…

Social-Emotional Characteristics of Young Gifted Children

ERIC Educational Resources Information Center

Honeck, Ellen

2012-01-01

Children, particularly young children, demonstrate characteristics of giftedness in many different ways. These characteristics manifest themselves based on gender, experiences, cultural identity, personal passions and interests, and family or community. Gifted children develop asynchronously. Morelock (2000) stated that "asynchrony in the gifted…

Harnessing Youth and Young Adult Culture: Improving the Reach and Engagement of the truth® Campaign.

PubMed

Hair, Elizabeth; Pitzer, Lindsay; Bennett, Morgane; Halenar, Michael; Rath, Jessica; Cantrell, Jennifer; Dorrler, Nicole; Asche, Eric; Vallone, Donna

2017-07-01

The national youth and young adult tobacco prevention mass media campaign, truth®, relaunched in 2014 with the goal of creating "the generation that ends smoking." The objective of this study was to assess whether the strategy of airing truth ads during popular, culturally relevant televised events was associated with higher ad and brand awareness and increases in social media engagement. Awareness of six truth advertisements that aired during popular television events and self-reported social media engagement were assessed via cross-sectional online surveys of youth and young adults aged 15-21 years. Social engagement was also measured using separate Twitter and YouTube metrics. Logistic regression models predicted self-reported social engagement and any ad awareness, and a negative binomial regression predicted the total social media engagement across digital platforms. The study found that viewing a popular televised event was associated with higher odds of ad awareness and social engagement. The results also indicate that levels of social media engagement for an event period are greater than for a nonevent period. The findings demonstrate that premiering advertisements during a popular, culturally relevant televised event is associated with higher awareness of truth ads and increased social engagement related to the campaign, controlling for variables that might also influence the response to campaign messages.

Harsh Parenting As a Potential Mediator of the Association Between Intimate Partner Violence and Child Disruptive Behavior in Families With Young Children

PubMed Central

Grasso, Damion J.; Henry, David; Kestler, Jacqueline; Nieto, Ricardo; Wakschlag, Lauren S.; Briggs-Gowan, Margaret J.

2015-01-01

Young children living with intimate partner violence (IPV) are often also exposed to harsh parenting. Both forms of violence increase children’s risk for clinically significant disruptive behavior, which can place them on a developmental trajectory associated with serious psychological impairment later in life. Although it is hypothesized that IPV behaviors may spillover into harsh parenting, and thereby influence risk for disruptive behavior, relatively little is known about these processes in families with young children. The current study examines the overlap of the quality and frequency of psychological and physical forms of IPV and harsh parenting, and tests whether harsh parenting mediates the relationship between IPV and child disruptive behavior in a diverse cross-sectional sample of 81 children ages 4 to 6 years. Results suggest that mothers reporting a greater occurrence of psychologically aggressive IPV (e.g., yelling, name-calling) more often engage in psychological and physical aggression toward their children (odds ratios [ORs] = 4.6–9.9). Mothers reporting a greater occurrence of IPV in the form of physical assault more often engage in mild to more severe forms of physical punishment with potential harm to the child (ORs = 3.8–5.0). Psychological and physical forms of IPV and harsh parenting all significantly correlated with maternal reports of child disruptive behavior (r = .29–.40). Psychological harsh parenting partially mediated the association between psychological IPV and child disruptive behavior. However, a significant direct effect of psychological IPV on preschool children’s disruptive behavior remained. Implications for child welfare policy and practice and intervention, including the need for increased awareness of the negative impact of psychological IPV on young children, are discussed. PMID:25724875

Group Theory, Computational Thinking, and Young Mathematicians

ERIC Educational Resources Information Center

Gadanidis, George; Clements, Erin; Yiu, Chris

2018-01-01

In this article, we investigate the artistic puzzle of designing mathematics experiences (MEs) to engage young children with ideas of group theory, using a combination of hands-on and computational thinking (CT) tools. We elaborate on: (1) group theory and why we chose it as a context for young mathematicians' experiences with symmetry and…

A comparison of two group-delivered social skills programs for young children with autism.

PubMed

Kroeger, K A; Schultz, Janet R; Newsom, Crighton

2007-05-01

A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

Young Managers' Drive to Thrive: A Personal Work Goal Approach to Burnout and Work Engagement

ERIC Educational Resources Information Center

Hyvonen, Katriina; Feldt, Taru; Salmela-Aro, Katariina; Kinnunen, Ulla; Makikangas, Anne

2009-01-01

This study approaches young managers' occupational well-being through their work-related goal pursuit. The main aim was to identify content categories of personal work goals and investigate their associations with background factors, goal appraisals, burnout, and work engagement. The questionnaire data consisted of 747 young Finnish managers…

Motivators and barriers to engaging in healthy eating and physical activity in young adult men

USDA-ARS?s Scientific Manuscript database

Internationally, young men (aged 18-25 years) have a high prevalence of overweight and obesity and many fail to meet recommended levels of physical activity or dietary guidelines. There is a lack of engagement and understanding of young men's needs in health-related research. Therefore, this study a...

Young children's tool innovation across culture: Affordance visibility matters.

PubMed

Neldner, Karri; Mushin, Ilana; Nielsen, Mark

2017-11-01

Young children typically demonstrate low rates of tool innovation. However, previous studies have limited children's performance by presenting tools with opaque affordances. In an attempt to scaffold children's understanding of what constitutes an appropriate tool within an innovation task we compared tools in which the focal affordance was visible to those in which it was opaque. To evaluate possible cultural specificity, data collection was undertaken in a Western urban population and a remote Indigenous community. As expected affordance visibility altered innovation rates: young children were more likely to innovate on a tool that had visible affordances than one with concealed affordances. Furthermore, innovation rates were higher than those reported in previous innovation studies. Cultural background did not affect children's rates of tool innovation. It is suggested that new methods for testing tool innovation in children must be developed in order to broaden our knowledge of young children's tool innovation capabilities. Copyright © 2017 Elsevier B.V. All rights reserved.

Helping Young Children to Develop Character.

ERIC Educational Resources Information Center

Crosser, Sandra

1997-01-01

Argues that, of the authoritarian, permissive, and authoritative styles of interaction with children, the latter nurtures the emergence of positive character traits in young children. Suggests listening, setting high and reasonable standards, explaining why, negotiating reasonable solutions, offering choices, and valuing ideas and opinions as…

Reducing Stress in Young Children's Lives.

ERIC Educational Resources Information Center

McCracken, Janet Brown, Ed.

Few adults deliberately set out to cause children stress or to teach them how to deal with it, yet adults do just that with every word, action, and reaction. This book collects work in the field of human development on how adults can help children learn to cope with stress. Each of the 30 chapters previously appeared in "Young Children,"…

Father Involvement and Young, Rural African American Men's Engagement in Substance Misuse and Multiple Sexual Partnerships.

PubMed

Barton, Allen W; Kogan, Steven M; Cho, Junhan; Brown, Geoffrey L

2015-12-01

This study was designed to examine the associations of biological father and social father involvement during childhood with African American young men's development and engagement in risk behaviors. With a sample of 505 young men living in the rural South of the United States, a dual mediation model was tested in which retrospective reports of involvement from biological fathers and social fathers were linked to young men's substance misuse and multiple sexual partnerships through men's relational schemas and future expectations. Results from structural equation modeling indicated that levels of involvement from biological fathers and social fathers predicted young men's relational schemas; only biological fathers' involvement predicted future expectations. In turn, future expectations predicted levels of substance misuse, and negative relational schemas predicted multiple sexual partnerships. Biological fathers' involvement evinced significant indirect associations with young men's substance misuse and multiple sexual partnerships through both schemas and expectations; social fathers' involvement exhibited an indirect association with multiple sexual partnerships through relational schemas. Findings highlight the unique influences of biological fathers and social fathers on multiple domains of African American young men's psychosocial development that subsequently render young men more or less likely to engage in risk behaviors.

Objectively measured physical activity of young Canadian children using accelerometry.

PubMed

Borkhoff, Cornelia M; Heale, Liane D; Anderson, Laura N; Tremblay, Mark S; Maguire, Jonathon L; Parkin, Patricia C; Birken, Catherine S

2015-12-01

The objective of the study was to describe objectively measured physical activity (PA) and sedentary time of infants, toddlers, and preschoolers and determine the proportion meeting Canadian age-specific PA guidelines. Ninety children (47 girls, 43 boys; mean age 32 (range, 4-70) months) attending scheduled health supervision visits and in the TARGet Kids! (The Applied Research Group for Kids) cohort wore an Actical accelerometer for 7 days. Participants with 4 or more valid days were included in the analysis. Time, in mean minutes per day (min/day), spent sedentary and in light PA, moderate to vigorous PA (MVPA), and total PA was determined using published cut-points; age groups were compared using ANOVA. Twenty-three percent of children <18 months (n = 28) and 76% of children aged 18-59 months (n = 45) met the guideline of 180 min/day of total PA; 13% of children ≥60 months (n = 17) met the guideline of 60 min/day of MVPA. Children <18 months spent more of their waking time per day engaged in sedentary behaviours (79%; ∼7.3 h) compared with children aged 18-59 months (63%; ∼6.6 h) and children ≥60 months (58%; ∼6.6 h). In conclusion, most children aged 18-59 months met the Canadian PA guidelines for children aged 0-4 years, whereas few younger than 18 months met the same guidelines. Only 13% of children ≥5 years met their age-specific PA guidelines. Further research is needed to develop, test, and implement effective strategies to promote PA and reduce sedentary behaviour in very young children.

Qualitative Investigation of Young Children's Music Preferences

ERIC Educational Resources Information Center

Roulston, Kathryn

2006-01-01

This qualitative study examined young children's music preferences through group conversations with children, interviews with parents, and non-participant observation of classroom settings in daycare and elementary classrooms. Data were analyzed inductively to generate themes, and revealed that (1) children expressed distinct preferences for an…

Young Children's Playfully Complex Communication: Distributed Imagination

ERIC Educational Resources Information Center

Alcock, Sophie

2010-01-01

This paper draws on research exploring young children's playful and humorous communication. It explores how playful activity mediates and connects children in complex activity systems where imagination, cognition, and consciousness become distributed across individuals. Children's playfulness is mediated and distributed via artefacts (tools, signs…

Boundaries of sexual communication: a mixed-method study exploring Chinese young adults' engagement with online sexual health information.

PubMed

Zhang, Jingwen; Nurik, Chloe; Jemmott, John B

2016-06-01

Although previous research suggests that a majority of Chinese young adults get sexual health information through the Internet, the details of this process and how it translates into subsequent actions are unknown. This study aims to understand the dynamic nature of Chinese young adults' engagement with online sexual health information (OSHI) through various communication channels to inform the development of effective sexual health intervention strategies. A mixed-method approach was used, involving individual semi-structured interviews (n=30) and cross-sectional online surveys (n=561) with Chinese young adults aged 18 to 25 years. Qualitative themes and prevalence and predictors of engagement with OSHI were analysed. Three themes emerged from the interviews: (1) problem-based searching; (2) multi-criteria evaluation; and (3) stigma of online sharing and discussion. After engaging with OSHI, 87.3% of the survey participants followed online advice on at least one occasion, and 54.9% discussed this information with others (mostly with partners and friends) offline. Having sexual intercourse in the past 3 months was a consistent predictor of engagement with OSHI (P<0.05). Contrary to previous findings, participants with higher family income were more likely to engage with OSHI (P<0.05). Chinese young adults obtain sexual health information from online sources when personal problems arise and then circulate this information offline within their peer networks. Although social media interventions have shown some promise, researchers should first increase risk awareness and be cautious about designing programs that promote online sharing or discussion. Finally, researchers need to make extra effort to target young adults with limited resources.

Seasonal and annual variation in young children's physical activity.

PubMed

McKee, David P; Murtagh, Elaine M; Boreham, Colin A G; Nevill, Alan M; Murphy, Marie H

2012-07-01

It is well established that regular physical activity (PA) contributes to lower levels of morbidity and mortality. However, little is known about the stability of very young children's PA habits across seasons and years. The aims of this study were to 1) examine the influence of season and increasing age on objectively assessed PA in preschool children and 2) examine the stability of young children's PA rankings during 1 yr. The PA levels of preschool (3- and 4-yr-old) children were measured, using 6-d pedometer step counts, during winter and spring (n = 85, 52 boys). PA levels were measured again 1 yr after the spring data collection when the children had entered primary school (n = 37, 22 boys). Parents completed questionnaires to assess attitudes toward PA, PA habits, and demographic information in the winter of the first year and the spring of the second year. Young children take approximately 2000 (20%) fewer steps per day in winter than in spring with a rank order stability between the two measures of r = 0.04 (P < 0.01). A modest degree of the observed intrachild or seasonal variation was related to the amount of time fathers played with their children (P < 0.05) and the availability of a safe place for children to play (P < 0.05). Children took approximately 2300 (20%) more steps per day at age 5 compared with age 4 (P < 0.01). The rank order stability of young children's PA during this period was low with correlations ranging from 0.01 to 0.15. Results suggest that a one-off assessment of PA is unlikely to be representative of a young child's activity during 1 yr and that PA tracks poorly from age 4 to 5.

Hispanic Fathers and Risk for Maltreatment in Father-Involved Families of Young Children

PubMed Central

Lee, Shawna J.; Altschul, Inna; Shair, Sarah R.; Taylor, Catherine A.

2011-01-01

The Hispanic population is the fastest growing segment of U.S. population. However, risks for child maltreatment in the foreign-born and native-born Hispanic populations are largely understudied. To address this knowledge gap, we explore the association of sociodemographic factors, psychosocial parenting factors, and nativity status with Hispanic fathers’ aggression toward their young children (3 to 5 years). Using the Fragile Families and Child Wellbeing Study and the follow-up In-Home Longitudinal Study of Pre-School Aged Children, we examine data for 372 foreign-born (FB; n = 155) and native-born (NB; n = 217) Hispanic biological fathers residing in the home when the study target child was 3 years old. Results of analysis at the bivariate level show FB Hispanic fathers engage in fewer aggressive behaviors than NB Hispanic, White, or Black fathers. Time-lagged path models of Hispanic fathers show FB Hispanic fathers use less aggression than NB Hispanic fathers. Length of time in the United States was not associated with parenting aggression. Path models also examine paternal psychosocial factors such as alcohol use, depression, parenting stress, and involvement in caregiving, and control for the child’s aggressive behavior. Results suggest one reason Hispanic children do not face heightened risk for child welfare involvement, despite socioeconomic risks, is that FB Hispanic fathers use less aggression toward their young children. An implication of this finding is that socioeconomic and parenting behavior risks must be considered separately when practitioners are considering issues related to the representation of minority children in the child welfare system. PMID:22624074

Cyborgization: Deaf Education for Young Children in the Cochlear Implantation Era

ERIC Educational Resources Information Center

Valente, Joseph Michael

2011-01-01

The author, who was raised oral deaf himself, recounts a visit to a school for young deaf children and discovers that young d/Deaf children and their rights are subverted by the cochlear implantation empire. The hypercapitalist, techno-manic times of cochlear implantation has wreaked havoc to the lives of not only young children with deafness but…

Engaging Urban Parents of Early Adolescents in Parenting Interventions: Home Visits vs. Group Sessions

ERIC Educational Resources Information Center

Finigan-Carr, Nadine M.; Copeland-Linder, Nikeea; Haynie, Denise L.; Cheng, Tina L.

2014-01-01

Interventions targeting parents of young children have shown effectiveness, but research is lacking about best practices for engaging parents of early adolescents. Low levels of enrollment and attendance in parenting interventions present major problems for researchers and clinicians. Effective and efficient ways to engage and collaborate with…

Families, Powered On: Improving Family Engagement in Early Childhood Education through Technology. Policy Brief

ERIC Educational Resources Information Center

Daugherty, Lindsay; Dossani, Rafiq; Johnson, Erin-Elizabeth; Wright, Cameron

2014-01-01

Family engagement in the education of young children is associated with numerous positive outcomes for those children, and parents and other family members play an important role as "teachers" during the time children spend outside the classroom. Home-based involvement (e.g., a parent-led educational activity), school-based involvement…

Fostering prosocial behavior and empathy in young children.

PubMed

Spinrad, Tracy L; Gal, Diana E

2018-04-01

There is increasing interest in understanding ways to foster young children's prosocial behavior (i.e. voluntary acts to benefit another). We begin this review by differentiating between types of prosocial behavior, empathy, and sympathy. We argue that sympathy and some types of prosocial behaviors are most likely intrinsically motivated, whereas other types of prosocial behaviors may be extrinsically motivated. Next, we highlight work focusing on the socialization practices that have been found to predict individual differences in young children's prosocial behavior and concern for others. Although work in the area is limited, we also review some intervention programs that have shown effectiveness in improving young children's positive social behaviors. We conclude with areas for future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

Body dissatisfaction and dieting in young children.

PubMed

Schur, E A; Sanders, M; Steiner, H

2000-01-01

To develop a broader understanding of young children's knowledge and beliefs about dieting and body dissatisfaction. Sixty-two third through sixth-grade boys and girls completed audiotaped interviews and questionnaires regarding eating behavior, attitudes toward dieting, and body dissatisfaction. Fifty percent of all children wanted to weigh less and 16% reported attempting weight loss. Children were well informed about dieting and were most likely to believe that dieting meant changing food choices and exercising as opposed to restricting intake. Their primary source of information was the family. Seventy-seven percent of children mentioned hearing about dieting from a family member, usually a parent. Young children are knowledgeable about dieting and the concept of dieting does not necessarily mean caloric restriction to them. These data suggest that the family can play a powerful role in countering the development of eating concerns and body dissatisfaction in children. Copyright 2000 by John Wiley & Sons, Inc.

Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

2015-01-01

The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…

Fluency Idol: Using Pop Culture to Engage Students and Boost Fluency Skills

ERIC Educational Resources Information Center

Calo, Kristine M.; Woolard-Ferguson, Taylor; Koitz, Ellen

2013-01-01

This article shares an oral reading practice that develops children's fluency skills, with a particular emphasis on performance reading and prosody. The authors share their experiences with Fluency Idol! as a way to engage young children by tapping into pop culture. The practice emphasizes repeated readings, feedback, practice, and…

Child Indicators: Immunization of Young Children.

ERIC Educational Resources Information Center

Lewit, Eugene M.; Mullahy, John

1994-01-01

Focuses on the immunization status of children aged 19 to 35 months. Recommended immunizations are described and contrasted with the actual status of immunization. In response to unacceptably low levels of immunization among very young children, the government is aiming at 90% immunization by the year 2000. (SLD)

Uncovering Young Children's Motivational Beliefs about Learning Science

ERIC Educational Resources Information Center

Oppermann, Elisa; Brunner, Martin; Eccles, Jacquelynne S.; Anders, Yvonne

2018-01-01

Young children, ages 5-6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present…

Young Children Experiencing Homelessness: The Overlooked Medium of Play

ERIC Educational Resources Information Center

Schlembach, Sue

2017-01-01

The number of mothers with young children experiencing homelessness and seeking shelter has increased in the USA over the past decade. Shelters are often characterized as environments offering few opportunities for appropriate play experiences. This article delineates the important role of play for young children experiencing homelessness and…

Emotion Knowledge in Young Neglected Children

PubMed Central

Sullivan, Margaret W.; Bennett, David S.; Carpenter, Kim; Lewis, Michael

2013-01-01

Young neglected children may be at risk for emotion knowledge deficits. Children with histories of neglect or with no maltreatment were initially seen at age 4 and again 1 year later to assess their emotion knowledge. Higher IQ was associated with better emotion knowledge, but neglected children had consistently poorer emotion knowledge over time compared to non-neglected children after controlling for IQ. Because both neglected status and IQ may contribute to deficits in emotional knowledge, both should be assessed when evaluating these children to appropriately design and pace emotion knowledge interventions. PMID:18299632

Emotion knowledge in young neglected children.

PubMed

Sullivan, Margaret W; Bennett, David S; Carpenter, Kim; Lewis, Michael

2008-08-01

Young neglected children may be at risk for emotion knowledge deficits. Children with histories of neglect or with no maltreatment were initially seen at age 4 and again 1 year later to assess their emotion knowledge. Higher IQ was associated with better emotion knowledge, but neglected children had consistently poorer emotion knowledge over time compared to non-neglected children after controlling for IQ. Because both neglected status and IQ may contribute to deficits in emotional knowledge, both should be assessed when evaluating these children to appropriately design and pace emotion knowledge interventions.

Loneliness in Young Children. ERIC Digest.

ERIC Educational Resources Information Center

Bullock, Janis R.

Loneliness is a significant problem than can predispose young children to immediate and long-term negative consequences. This Digest presents an overview of loneliness, with suggestions for practitioners on how they can apply the research in early childhood settings. Children who feel lonely often experience poor peer relationships and feelings of…

Why Young Children Need Alphabet Books

ERIC Educational Resources Information Center

Warner, Laverne; Weiss, Sara

2005-01-01

This article explains the importance of alphabet books in early reading development. Alphabet books encourage literacy development in the following ways: (1) unlock the symbols of language; (2) connect knowledge to other sources; (3) provide book usage knowledge to young children; (4) complement children's enjoyment of books; and (5) aid early…

Rules of Engagement: Boys, Young Men and the Challenge of Effective Sex and Relationships Education

ERIC Educational Resources Information Center

Biddulph, Max

2007-01-01

Over the last decade, the relationship between boys, young men and sex and relationships education (SRE) is one that has been characterised by a history of problematising. One of the main difficulties lies with young men's engagement with the subject, and in this article I make a retrospective examination of recent classroom experience with young…

Protecting Against Influenza (Flu): Advice for Caregivers of Young Children

MedlinePlus

... Protecting Against Influenza (Flu): Advice for Caregivers of Young Children Language: English (US) Español Recommend on Facebook ... on How to Prevent Flu for Caregivers of Young Children 1. Take Time to Get a Vaccine ...

I Am Safe and Secure: Promoting Resilience in Young Children

ERIC Educational Resources Information Center

Pizzolongo, Peter J.; Hunter, Amy

2011-01-01

Every day, young children--around the world and in the United States--experience stress or trauma. Some children are exposed to crises such as natural disasters, community violence, abuse, neglect, and separation from or death of loved ones. These events can cause young children to feel vulnerable, worried, fearful, sad, frustrated, or lonely.…

Archetype and object: primary deintegration and primary love in analytical play therapy with young children.

PubMed

Peery, J Craig

2002-07-01

Jungian and post-Jungian theory of the development of the child's psyche is reviewed. A discrimination between primary and secondary deintegration is suggested. Post-Freudian theory regarding primary object relations is integrated with the Jungian model. The two approaches can contribute synergistically to inform and advance play therapy with young children. Patients from widely diverse cultural backgrounds use their relationship with the therapist as a helpful person (object), and engage in archetypal material from the collective unconscious, to help them work on and through their unresolved emotional issues.

Narrative in Young Children's Digital Art-Making

ERIC Educational Resources Information Center

Sakr, Mona; Connelly, Vince; Wild, Mary

2016-01-01

Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they…

Storied Selves: A Critical Discourse Analysis of Young Children's Literate Identifications

ERIC Educational Resources Information Center

Rogers, Rebecca; Elias, Martille

2012-01-01

A wealth of research demonstrates that as young children acquire literacy they also approximate literate roles and relationships. Such literate identifications, or storied selves, are complex, sometimes contradictory and under construction for young people. Less research has focused on "how" young children's storied selves are…

Health-Related Fitness and Young Children.

ERIC Educational Resources Information Center

Gabbard, Carl; LeBlanc, Betty

Because research indicates that American youth have become fatter since the 1960's, the development of fitness among young children should not be left to chance. Simple games, rhythms, and dance are not sufficient to insure fitness, for, during the regular free play situation, children very seldom experience physical activity of enough intensity…

Young Children's Drawings in Problem Solving

ERIC Educational Resources Information Center

Bakar, Kamariah Abu; Way, Jennifer; Bobis, Janette

2016-01-01

This paper explores young children's drawings (6 years old) in early number and addition activities in Malaysia. Observation, informal interviews and analysis of drawings revealed two types of drawing, and gave insight into the transitional process required for children to utilise drawings in problem solving. We argue the importance of valuing and…

Helping Young Children in Frightening Times.

ERIC Educational Resources Information Center

Young Children, 2001

2001-01-01

Presents ways parents and other adults can help young children deal with tragedy and violence in the wake of terrorist attacks on the United States. Suggests giving reassurance and physical comfort, providing structure and stability, expecting a range of reactions, helping children to talk if they are ready, turning off the television, and…

Developmentally Appropriate Gardening for Young Children.

ERIC Educational Resources Information Center

Stoecklin, Vicki L.

Noting that the recent interest in gardening with young children has resulted in a variety of programs but little support to teachers or horticulturists on how to understand the developmental needs of children and how to adapt gardening activities to those needs, this paper presents principles and goals of developmentally appropriate gardening.…

Bullying: Young Children's Roles, Social Status, and Prevention Programmes

ERIC Educational Resources Information Center

Saracho, Olivia N.

2017-01-01

Bullying in schools has been identified as a serious and complex worldwide problem associated with young children's victimization. Research studies indicate the frequency and effects of bullying among young children. The effects seem to be across-the-board for both bullies and victims, who are at risk of experiencing emotional, social, and…

A Structural Analysis on Korean Young Children's Mathematical Ability and Its Related Children's and Mothers' Variables

ERIC Educational Resources Information Center

Lee, Hye Jung; Kim, Jihyun

2016-01-01

The objective of this study is to examine the structural relationships among variables that predict the mathematical ability of young children, namely young children's mathematical attitude, exposure to private mathematical learning, mothers' view about their children's mathematical learning, and mothers' mathematical attitude. To this end, we…

Psychosocial assessments for young people: a systematic review examining acceptability, disclosure and engagement, and predictive utility

PubMed Central

Bradford, Sally; Rickwood, Debra

2012-01-01

Adolescence and young adulthood are often turbulent periods in a person’s life. There are high rates of accidental deaths, suicide, mental health concerns, substance use, and sexual experimentation. Health care professionals need to conduct holistic assessments of clients in these developmental life stages to identify psychosocial risks and provide targeted early intervention and implement prevention strategies. The most useful psychosocial assessments for most health care professionals are those that can provide a complete picture of the young person’s life and circumstances. This article identifies psychosocial assessment instruments that can be used as an initial assessment and engagement tool with the general population of young people presenting for health care. We review the psychometric properties of each of the instruments, determining what type of instrument is most acceptable to young people, whether any can increase disclosure and improve engagement between young people and health professionals, and whether they have predictive utility. The search strategy complied with the relevant sections of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A total of 89 published articles were identified, covering 31 different assessment instruments. Results indicated that those that were self-administered were most acceptable to young people, although it is unclear whether pen-and-paper or computer formats were preferred. Most psychosocial assessments can improve rates of disclosure and enhance engagement between young people and health professionals; however, worryingly, we found evidence that clinicians did not always respond to some of the most serious identified risks. Only for one instrument was there any mention of predictive utility. Future research should employ longitudinal approaches to determine the predictive utility of psychosocial assessments and focus on whether the use of new technologies can improve rates

Mobility and Young Children.

ERIC Educational Resources Information Center

Bernard van Leer Foundation Newsletter, 1994

1994-01-01

This newsletter theme issue deals with the phenomenon of mobility or transience in India, Kenya, Greece, Ireland, Malaysia, Thailand and Israel. The primary focus is on mobility's effect on young children, specifically their health and education; some of the broader concerns also addressed by the newsletter are the causes of mobility and its…

Disadvantaged Parents' Engagement with a National Secondhand Smoke in the Home Mass Media Campaign: A Qualitative Study.

PubMed

Rowa-Dewar, Neneh; Amos, Amanda

2016-09-09

Mass media campaigns can be effective in tobacco control but may widen health inequalities if they fail to engage disadvantaged smokers. This qualitative study explored how parents with young children living in disadvantaged circumstances engaged with a national campaign which aimed to raise awareness of the importance of smokefree homes. Individual semi-structured interviews were carried out with 17 parents before and after the Scottish 2014 "Right Outside" mass media campaign. A conceptual framework exploring meaningful exposure (recall and understanding), motivational responses (protecting children from secondhand smoke (SHS)) and opportunities to act (barriers) was used to thematically analyse the findings. Campaign recall and engagement, and motivation to protect children were high. Parents identified with the dramatized scenario and visual impact of SHS harm to children in the TV advertisement. Some reported changed smoking practices. However, supervising young children in limited accommodation when caring alone constrained opportunities to smoke outside. Instead, parents described actions other than smoking outside that they had taken or were planning to take to create smokefree homes. Mass media campaigns using emotive, real-life circumstances can be effective in engaging parents about SHS. However, the behavioural impact may be limited because of difficult home environments and circumstances.

Can one hour per week of therapy lead to lasting changes in young children with autism?

PubMed

Vismara, Laurie A; Colombi, Costanza; Rogers, Sally J

2009-01-01

Deficits in attention, communication, imitation, and play skills reduce opportunities for children with autism to learn from natural interactive experiences that occur throughout the day. These developmental delays are already present by the time these children reach the toddler period. The current study provided a brief 12 week, 1 hour per week, individualized parent-child education program to eight toddlers newly diagnosed with autism. Parents learned to implement naturalistic therapeutic techniques from the Early Start Denver Model, which fuses developmental- and relationship-based approaches with Applied Behavior Analysis into their ongoing family routines and parent-child play activities. Results demonstrated that parents acquired the strategies by the fifth to sixth hour and children demonstrated sustained change and growth in social communication behaviors. Findings are discussed in relation to providing parents with the necessary tools to engage, communicate with, and teach their young children with autism beginning immediately after the diagnosis.

Young Children's Reports of when Learning Occurred

ERIC Educational Resources Information Center

Tang, Connie M.; Bartsch, Karen; Nunez, Narina

2007-01-01

This study investigated young children's reports of when learning occurred. A total of 96 4-, 5-, and 6-year-olds were recruited from suburban preschools and elementary schools. The children learned an animal fact and a body movement. A week later, children learned another animal fact and another body movement and then answered questions about…

Assessing Young Children's Social Concept Development.

ERIC Educational Resources Information Center

Stanley, William B.; And Others

This study investigated a number of questions regarding the nature of social concept development in young children. Subjects were 64 kindergarten children and 65 first grade public school students from lower to upper middle class socioeconomic levels, of whom 66 were male, 63 were female, 78 were Caucasian, and 51 were black. Two assessment…

When Young Children Explore Anatomy: Dilemma or Development?

ERIC Educational Resources Information Center

Petty, Karen

2001-01-01

Offers advice to parents and teachers on addressing children's natural curiosities about their own bodies and those of others. Recommends using anatomically correct terms and dolls, and children's anatomy books; advises what to do when children engage in sex play, self-exploration, and masturbation, or use toilet language. (DLH)

The Positive Aspects of Aggressive Behavior in Young Children.

ERIC Educational Resources Information Center

Periolat, Janet; Nager, Nancy

Not all fighting or aggression in young children is bad, and some kinds of teacher intervention may be beneficial. Play-fighting refers primarily to rough and tumble play and chasing, and several studies have shown that play and serious fighting can be clearly distinguished in young children. Numerous authors have pointed out the value and…

How Much Do Young Children Know about HIV/AIDS?

ERIC Educational Resources Information Center

Bhana, Deevia

2010-01-01

This paper explores the ways in which young South African school children (aged between seven and eight) in a predominantly white primary school give meanings to HIV/AIDS. Using ethnographic methods and interview data, the analysis of young children's responses shows that their accounts of HIV/AIDS draw from their knowledge of disease more…

Effects of fast food branding on young children's taste preferences.

PubMed

Robinson, Thomas N; Borzekowski, Dina L G; Matheson, Donna M; Kraemer, Helena C

2007-08-01

To examine the effects of cumulative, real-world marketing and brand exposures on young children by testing the influence of branding from a heavily marketed source on taste preferences. Experimental study. Children tasted 5 pairs of identical foods and beverages in packaging from McDonald's and matched but unbranded packaging and were asked to indicate if they tasted the same or if one tasted better. Preschools for low-income children. Sixty-three children (mean +/- SD age, 4.6 +/- 0.5 years; range, 3.5-5.4 years). Branding of fast foods. A summary total taste preference score (ranging from -1 for the unbranded samples to 0 for no preference and +1 for McDonald's branded samples) was used to test the null hypothesis that children would express no preference. The mean +/- SD total taste preference score across all food comparisons was 0.37 +/- 0.45 (median, 0.20; interquartile range, 0.00-0.80) and significantly greater than zero (P<.001), indicating that children preferred the tastes of foods and drinks if they thought they were from McDonald's. Moderator analysis found significantly greater effects of branding among children with more television sets in their homes and children who ate food from McDonald's more often. Branding of foods and beverages influences young children's taste perceptions. The findings are consistent with recommendations to regulate marketing to young children and also suggest that branding may be a useful strategy for improving young children's eating behaviors.

Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

ERIC Educational Resources Information Center

Bohlmann, Natalie L.; Downer, Jason T.

2016-01-01

Research Findings: A growing emphasis in the literature on children's self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning…

STEM for All Children: Preschool Teachers Supporting Engagement of Children With Special Needs in Physical Science Learning Centers

ERIC Educational Resources Information Center

Donegan-Ritter, Mary

2017-01-01

Early childhood STEM activities are part of developmentally appropriate practices that are the foundation of quality preschool experiences for all young children (Copple & Bredekamp, 2009). However, young children with developmental delays or disabilities require planning and specialized practices that allow them to participate and engage…

Father-adolescent engagement in shared activities: Effects on cortisol stress response in young adulthood.

PubMed

Ibrahim, Mariam Hanna; Somers, Jennifer A; Luecken, Linda J; Fabricius, William V; Cookston, Jeffrey T

2017-06-01

Parent-child relationships can critically affect youth physiological development. Most studies have focused on the influence of maternal behaviors, with little attention to paternal influences. The current study investigated father engagement with their adolescents in household (shopping, cooking) and discretionary leisure activities as a predictor of youth cortisol response to a challenging interpersonal task in young adulthood. The sample (N = 213) was roughly divided between Mexican American (MA; n = 101) and European American (EA; n = 112) families, and included resident biological-father (n = 131) and resident stepfather families (n = 82). Salivary cortisol was collected before, immediately after, and at 20 and 40 min after an interpersonal challenge task; area under the curve (AUCg) was calculated to capture total cortisol output. Results suggested that more frequent father engagement in shared activities with adolescents (ages 11-16), but not mother engagement, predicted lower AUCg cortisol response in young adulthood (ages 19-22). The relation remained significant after adjusting for current mother and father engagement and current mental health. Further, the relation did not differ given family ethnicity, father type (step or biological), or adolescent sex. Future research should consider unique influences of fathers when investigating the effects of parent-child relationships on youth physiological development and health. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Social Organisation of Help during Young Children's Use of the Computer

ERIC Educational Resources Information Center

Davidson, Christina

2012-01-01

This article examines some of the ways that young children seek and provide help through social interaction during use of the computer in the home. Although social interaction is considered an important aspect of young children's use of computers, there are still few studies that provide detailed analysis of how young children accomplish that…

Mental health: early intervention and prevention in children and young people.

PubMed

Membride, Heather

It is estimated that 10% of children and young people have mental health problems so significant that they impact not only on their day-to-day life but, if left untreated, they will continue into adulthood. In this article, the author discusses mental health issues affecting children and young people and examines evidence-based early intervention and prevention programmes that have been shown to support better outcomes for children, young people and their families.

Key health outcomes for children and young people with neurodisability: qualitative research with young people and parents

PubMed Central

Allard, Amanda; Fellowes, Andrew; Shilling, Valerie; Janssens, Astrid; Beresford, Bryony; Morris, Christopher

2014-01-01

Objectives To identify key health outcomes, beyond morbidity and mortality, regarded as important in children and young people with neurodisability, and their parents. Design Qualitative research incorporating a thematic analysis of the data supported by the Framework Approach; the International Classification of Functioning, Disability and Health (ICF) provided a theoretical foundation. Setting The study was conducted in community settings. Participants Participants were 54 children and young people with neurodisability: 50 participated in focus groups, and 4 in interviews; 53 parents participated: 47 in focus groups and 6 in interviews. Children/young people and parents were recruited through different networks, and were not related. Results Children/young people and parents viewed health outcomes as inter-related. Achievement in some outcomes appeared valued to the extent that it enabled or supported more valued domains of health. Health outcomes prioritised by both young people and parents were: communication, mobility, pain, self-care, temperament, interpersonal relationships and interactions, community and social life, emotional well-being and gaining independence/future aspirations. Parents also highlighted their child's sleep, behaviour and/or safety. Conclusions Those responsible for health services for children/young people with neurodisability should take account of the aspects of health identified by families. The aspects of health identified in this study provide a basis for selecting appropriate health indicators and outcome measures. PMID:24747792

Through the Lens of Home-Educated Children: Engagement in Education

ERIC Educational Resources Information Center

Jones, Tara

2013-01-01

Engagement and participation are important for successful outcomes in education, yet disaffection in the UK, according to some exclusion and absence statistics, shows a growing trend. The purpose of this research was to develop a starting point for a theory of children's engagement in education using grounded theory method. Evidence from…

Conceptualizing Culturally Infused Engagement and Its Measurement for Ethnic Minority and Immigrant Children and Families

PubMed Central

Pottick, Kathleen J.; Chen, Yun

2017-01-01

Despite the central role culture plays in racial and ethnic disparities in mental health among ethnic minority and immigrant children and families, existing measures of engagement in mental health services have failed to integrate culturally specific factors that shape these families' engagement with mental health services. To illustrate this gap, the authors systematically review 119 existing instruments that measure the multi-dimensional and developmental process of engagement for ethnic minority and immigrant children and families. The review is anchored in a new integrated conceptualization of engagement, the culturally infused engagement model. The review assesses culturally relevant cognitive, attitudinal, and behavioral mechanisms of engagement from the stages of problem recognition and help seeking to treatment participation that can help illuminate the gaps. Existing measures examined four central domains pertinent to the process of engagement for ethnic minority and immigrant children and families: (a) expressions of mental distress and illness, (b) causal explanations of mental distress and illness, (c) beliefs about mental distress and illness, and (d) beliefs and experiences of seeking help. The findings highlight the variety of tools that are used to measure behavioral and attitudinal dimensions of engagement, showing the limitations of their application for ethnic minority and immigrant children and families. The review proposes directions for promising research methodologies to help intervention scientists and clinicians improve engagement and service delivery and reduce disparities among ethnic minority and immigrant children and families at large, and recommends practical applications for training, program planning, and policymaking. PMID:28275923

The Significance of Personal Names for Very Young Children

ERIC Educational Resources Information Center

Ostler, Teresa

2014-01-01

Personal names are more than just a sound or word. From the earliest stages of development, names are closely connected to a child's attachment figures and sense of identity. Like words of magic, young children first use names to beckon the parent to them. Experiences with others provide the necessary backdrop for young children to infuse names…

Answering Young Children's Questions about Sex.

ERIC Educational Resources Information Center

Hansen, Gladys

Intended for use by parents and teachers of preschool age children, this short booklet provides some guidelines to follow when introducing sex education to young children. It discusses issues such as where to begin, how to encourage the child to ask questions about sex, how to handle sex-related problems, child molestation, nudity and the family,…

Welfare reforms and the cognitive development of young children.

PubMed

Williamson, Deanna L; Salkie, Fiona J; Letourneau, Nicole

2005-01-01

To investigate whether the cognitive development of young children in poverty is affected by activities of their primary caregiver and by household income source, which are two components of family poverty experience that have been affected by recent welfare reforms. Bivariate and multivariate analyses were used to examine the relationships that caregiver activity, household income source, and family characteristics (family income adequacy, caregiver depressive symptoms, caregiver education) have with the cognitive development of 59 impoverished children less than three years old. Of the three poverty experience variables included in the multivariate analysis, only employment as the exclusive source of household income had an independent relationship (positive) with children's cognitive development. Two of the family characteristics, income adequacy and caregiver education, also were associated with the children's cognitive score, and they were both better relative predictors than the employment-only income source variable. Income adequacy was positively associated and caregiver education was negatively associated with children's cognitive development. Although recent welfare reforms, in combination with economic growth and declining unemployment, have changed the poverty experience of young families by increasing the proportion that secure at least part of their income from employment, our study provides preliminary evidence that these reforms have made little difference for most young impoverished children. Instead, our findings suggest that the cognitive development of young children is influenced as much by the actual amount of household income as by their parents' activity and source of income.

Supporting Parents through Parent Education. Building Community Systems for Young Children.

ERIC Educational Resources Information Center

Zepeda, Marlene; Morales, Alex

California's Proposition 10, the "Children and Families Act," has targeted three general areas for improvement in support of families and young children: improved family functioning, improved child development, and improved child health. Proposition 10 views parents as critical to the development of young children. Noting that parent…

Performance-Based Assessment: An Alternative Assessment Process for Young Gifted Children.

ERIC Educational Resources Information Center

Hafenstein, Norma Lu; Tucker, Brooke

Performance-based assessment provides an alternative identification method for young gifted children. A performance-based identification process was developed and implemented to select three-, four-, and five-year-old children for inclusion in a school for gifted children. Literature regarding child development, characteristics of young gifted…

Effects of Motivation on Young Children's Object Recall and Strategy Use.

PubMed

Nida, Robert E

2015-01-01

The study was designed to examine the effects of motivation on young children's recall for object names and early-emerging mnemonic activities. Seventy-two 4-year-old children were randomly assigned to 1 of 3 instructional conditions: incidental, intentional, or motivational. Each child was shown 10 small toy objects and provided a 90 s study period prior to recall. The children's mnemonic behaviors were videotaped for subsequent coding. The children in the incidental condition were instructed to simply look at the toys while children in the intentional and motivational condition were given explicit instructions to remember. The motivational group was also told that they could keep whichever toys they remembered. A recognition memory task was employed to examine the extent to which the stimuli were encoded during the study period. The children's recall memory did not vary as a function of instructional condition. Children's use of singular versus multiple strategies was calculated, along with a weighted summary score giving most weight to the participant's use of mature mnemonic strategies. Significant differences in strategy use were found, favoring the motivational condition. Significant positive correlations were found between the weighted summary scores and object recall, and the teacher ratings of mastery motivation and object recall. Mastery motivation was found to be unrelated to the strategic summary scores, failing to mediate strategic behaviors. The results suggest that when providing incentives to remember, children apparently engaged in more effortful mnemonic processing in order to remember the items, even though a greater number of items were not recalled.

FREQUENCY OF MOUTHING BEHAVIOR IN YOUNG CHILDREN

EPA Science Inventory

Young children may be more likely than adults to be exposed to pesticides following a residential application as a result of hand- and object-to-mouth contacts in contaminated areas. However, relatively few studies have specifically evaluated mouthing behavior in children less ...

FREQUENCY OF MOUTHING BEHAVIOR IN YOUNG CHILDREN

EPA Science Inventory

Young children, as compared to adults, are more likely to be exposed after a pesticide application due to potential hand- and object-to-mouth contacts in contaminated areas. However, relatively few studies have specifically evaluated mouthing behavior in children <60 months of...

A qualitative study conducted in the USA exploring Latino fathers' beliefs, attitudes and practices related to their young children's eating, physical activity and sedentary behaviours.

PubMed

Lindsay, Ana Cristina; Wallington, Sherrie F; Muñoz, Mario A; Greaney, Mary L

2018-02-01

Increasing evidence documents fathers' influential role in their children's eating, physical activity (PA) and sedentary behaviours (SB). We aimed to expand limited existing research examining fathers' influence in these areas by exploring Latino fathers' beliefs, attitudes and practices related to eating, PA and SB of their young children. Seven focus group discussions were conducted in Spanish with Latino fathers (n 28) of children aged 2-8 years. Audio recordings were transcribed and translated verbatim without identifiers. Data were analysed using thematic analysis to identify key concepts and themes using NVivo 11 software. Fathers expressed positive beliefs and attitudes about the importance of healthy eating for their young children, themselves and their families. Nevertheless, the majority reported familial practices including eating out, getting take-out, etc. that have been linked to increased obesity risk among Latino children. Fathers were more involved and engaged in children's PA than eating and feeding. However, several fathers reported engaging predominantly in sedentary activities with their children, appeared permissive of children's sedentary habits and struggled to set limits on children's screen-time. We provide new information on Latino fathers' beliefs and child feeding and PA practices that may provide important targets for interventions aimed at promoting healthful eating and PA behaviours of Latino children. Future research should further quantify the influence of Latino fathers' parenting styles and practices on development of children's eating, PA and SB. This information is needed to identify risk factors amenable to interventions and to design culturally appropriate parenting and family-based interventions targeting Latino children's home environment and designed to meet this ethnic group's specific needs.

"Learning the Basics": Young People's Engagement with Sexuality Education at Secondary Schools

ERIC Educational Resources Information Center

Adams Tucker, Leigh; George, Gavin; Reardon, Candice; Panday, Saadhna

2016-01-01

School-based sexuality education remains a key response to the HIV epidemic. Drawing on findings from an ethnographic study, this study explores how young people engage with sexuality and HIV- and AIDS-related education as it is delivered through the Life Orientation (LO) learning area in South Africa, in order to understand the dynamics that…

Engaging Young Readers with Text through Shared Reading Experiences

ERIC Educational Resources Information Center

Honchell, Barbara; Schulz, Melissa

2012-01-01

This article explores Shared Reading as an instructional approach that mimics home reading experiences in a group setting for young children. The article includes information about how to use enlarged text as the teacher provides experiences with books that first focus on the meaning and enjoyment of the story and then shifts to how print works…

Influences on Young Children's Knowledge: The Case of Road Safety Education.

ERIC Educational Resources Information Center

Cullen, Joy

1998-01-01

Argues that effective road safety education for young children needs to incorporate constructivist and socio-cultural perspectives on learning. Excerpts interviews with young children highlighting the variety of influences affecting children's road safety knowledge and examination of a road safety curriculum to illustrate the value of a dual…

Young Children and Disasters: Lessons Learned About Resilience and Recovery

ERIC Educational Resources Information Center

Osofsky, Joy D.; Reuther, Erin T.

2013-01-01

For young children, consistency, nurturance, protection, and support are required for both resilience and full recovery. This article reviews relevant literature, developmental issues affecting young children, and factors that influence resilience and recovery including both promotive and protective influences. Focus is also placed on disaster…

Active for Life: Developmentally Appropriate Movement Programs for Young Children.

ERIC Educational Resources Information Center

Sanders, Stephen W.

This book provides guidance on what high-quality movement programs for young children should include, offering a curricular foundation, strategies for teaching, and assessment ideas. It defines and illustrates specific interrelated components of developmentally appropriate practice in providing movement education for young children. There are…

Soft Stethoscope for Detecting Asthma Wheeze in Young Children

PubMed Central

Yu, Chun; Tsai, Tzu-Hsiu; Huang, Shi-Ing; Lin, Chii-Wann

2013-01-01

Asthma is a chronic disease that is commonly suffered by children. Asthmatic children have a lower quality of life than other children. Physicians and pediatricians recommend that parents record the frequency of attacks and their symptoms to help manage their children's asthma. However, the lack of a convenient device for monitoring the asthmatic condition leads to the difficulties in managing it, especially when it is suffered by young children. This work develops a wheeze detection system for use at home. A small and soft stethoscope was used to collect the respiratory sound. The wheeze detection algorithm was the Adaptive Respiratory Spectrum Correlation Coefficient (RSACC) algorithm, which has the advantages of high sensitivity/specificity and a low computational requirement. Fifty-nine sound files from eight young children (one to seven years old) were collected in the emergency room and analyzed. The results revealed that the system provided 88% sensitivity and 94% specificity in wheeze detection. In conclusion, this small soft stethoscope can be easily used on young children. A noisy environment does not affect the effectiveness of the system in detecting wheeze. Hence, the system can be used at home by parents who wish to evaluate and manage the asthmatic condition of their children. PMID:23744030

Soft stethoscope for detecting asthma wheeze in young children.

PubMed

Yu, Chun; Tsai, Tzu-Hsiu; Huang, Shi-Ing; Lin, Chii-Wann

2013-06-06

Asthma is a chronic disease that is commonly suffered by children. Asthmatic children have a lower quality of life than other children. Physicians and pediatricians recommend that parents record the frequency of attacks and their symptoms to help manage their children's asthma. However, the lack of a convenient device for monitoring the asthmatic condition leads to the difficulties in managing it, especially when it is suffered by young children. This work develops a wheeze detection system for use at home. A small and soft stethoscope was used to collect the respiratory sound. The wheeze detection algorithm was the Adaptive Respiratory Spectrum Correlation Coefficient (RSACC) algorithm, which has the advantages of high sensitivity/specificity and a low computational requirement. Fifty-nine sound files from eight young children (one to seven years old) were collected in the emergency room and analyzed. The results revealed that the system provided 88% sensitivity and 94% specificity in wheeze detection. In conclusion, this small soft stethoscope can be easily used on young children. A noisy environment does not affect the effectiveness of the system in detecting wheeze. Hence, the system can be used at home by parents who wish to evaluate and manage the asthmatic condition of their children.

Multicultural Literature for Children and Young Adults

ERIC Educational Resources Information Center

Bista, Krishna

2012-01-01

In the selection of multicultural literature for children and young adults, educators and researchers focus on two main controversial issues--authority and authenticity--that the authors portray in their writing. What type of author can accurately portray realistic pictures of minority cultures in multicultural literature for young adults? Must it…

WeCan2: Exploring the Implications of Young People with Learning Disabilities Engaging in Their Own Research

ERIC Educational Resources Information Center

Kellett, Mary

2010-01-01

The concept of children and young people as researchers has started to gather momentum in response to changing perspectives on their status in society, recognition of their role as consumers and increased attention to children and young people's rights. There are early signs of a growing body of research studies undertaken by children and young…

Young Children's Photographs of Measurement in the Home

ERIC Educational Resources Information Center

MacDonald, Amy

2012-01-01

This article explores the use of children's photography as a method for conducting mathematics education research with young children. Collected as part of a study focusing on the experiences with measurement children have at the start of schooling, the photographs presented here were taken by children aged five and six years, from two Australian…

Young Children's Color Preferences in the Interior Environment

ERIC Educational Resources Information Center

Read, Marilyn A.; Upington, Deborah

2009-01-01

This study focuses on children's color preferences in the interior environment. Previous studies highlight young children's preferences for the colors red and blue. The methods of this study used a rank ordering technique and a semi-structured interview process with 3-, 4-, and 5-year-old children. Findings reveal that children prefer the color…

Ensuring financial access to hearing AIDS for infants and young children.

PubMed

Limb, Stephanie J; McManus, Margaret A; Fox, Harriette B; White, Karl R; Forsman, Irene

2010-08-01

Many young children with permanent hearing loss do not receive hearing aids and related professional services, in part because of public and private financing limitations. In 2006 the Children's Audiology Financing Workgroup was convened by the National Center for Hearing Assessment and Management to evaluate and make recommendations about public and private financing of hearing aids and related professional services for 0- to 3-year-old children. The workgroup recommended 4 possible strategies for ensuring that all infants and young children with hearing loss have access to appropriate hearing aids and professional services: (1) clarify that the definition of assistive technology, which is a required service under Part C of the Individuals With Disabilities Education Act (IDEA), includes not only analog hearing aids but also digital hearing aids with appropriate features as needed by young children with hearing loss; (2) clarify for both state Medicaid and Children's Health Insurance Programs that digital hearing aids are almost always the medically necessary type of hearing aid required for infants and young children and should be covered under the Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) program; (3) encourage the passage of private health insurance legislative mandates to require coverage of appropriate digital hearing aids and related professional services for infants and young children; and (4) establish hearing-aid loaner programs in every state. The costs of providing hearing aids to all 0- to 3-year old children in the United States are estimated here.

Setting them up for lifetime activity: Play competence perceptions and physical activity in young children.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Hesketh, Kylie; Salmon, Jo

2017-09-01

Possessing positive physical perceived competence is important for physical activity in older children. Young children are primarily physically active through play-based behaviour rather than through organised sports and activities, so understanding how play perceptions might influence physical activity behaviour is important. The study purpose was to assess if perceived active play competence is associated with young children's physical activity. Cross sectional study. This paper uses two different samples drawn from the same Australian city, both collected in 2013. The first sample included 152 children (49% boys) aged 4-5 years (M=4.7, SD=0.47), the second sample included 78 children (55% boys) aged 5-8 years (M=6.6, SD=0.93). The Pictorial Scale of Perceived Movement Skill Competence was used to assess children's perceived competence in six skill-related play activities. Moderate- to vigorous-intensity physical activity (MVPA) was assessed for 8 consecutive days via accelerometers. A general linear model with the mean minutes in MVPA per day as the outcome, perceived play competence as the independent variable and adjusting for relevant confounders was performed in each sample. Perceived active play competence was not related to MVPA min/day (B=0.44, p=0.323) in the younger sample, but was in the older sample (B=1.53, p=0.026), explaining 24% of adjusted variance. Positive findings in the older sample show school-aged children need exposure to play based activities in order to develop the positive self-perception needed to engage in MVPA every day. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Developmental Status and Social-Emotional Functioning of Young Children Experiencing Homelessness

ERIC Educational Resources Information Center

Haskett, Mary E.; Armstrong, Jenna Montgomery; Tisdale, Jennifer

2016-01-01

The developmental status and social-emotional functioning of young children who are homeless has received inadequate attention in spite of high rates of homelessness among families with young children and the potentially negative impact of homelessness and associated stressors on children's well-being. The aim of this study was to gain…

Elevated Autism Spectrum Disorder Traits in Young Children with OCD.

PubMed

Stewart, Elyse; Cancilliere, Mary Kathryn; Freeman, Jennifer; Wellen, Brianna; Garcia, Abbe; Sapyta, Jeffrey; Franklin, Martin

2016-12-01

Studies have shown a high prevalence of autistic spectrum traits in both children and adults with psychiatric disorders; however the prevalence rate has not yet been investigated in young children with OCD. The aim of the current study was to (1) determine whether ASD traits indicated by the Social Communication Questionnaire (SCQ) and the Social Responsiveness Scale (SRS) were elevated in young children with OCD who do not have a specific ASD diagnosis and (2) determine if ASD traits were associated with OCD severity. Participants (N = 127) were children ages 5-8 years enrolled in the pediatric obsessive-compulsive disorder treatment study for young children (POTS Jr.). Results indicated that the SRS showed elevated autistic traits in the sample and was associated with OCD severity whereas the SCQ did not indicate heightened ASD symptoms. Implications of these results are discussed.

Young Children Treat Robots as Informants.

PubMed

Breazeal, Cynthia; Harris, Paul L; DeSteno, David; Kory Westlund, Jacqueline M; Dickens, Leah; Jeong, Sooyeon

2016-04-01

Children ranging from 3 to 5 years were introduced to two anthropomorphic robots that provided them with information about unfamiliar animals. Children treated the robots as interlocutors. They supplied information to the robots and retained what the robots told them. Children also treated the robots as informants from whom they could seek information. Consistent with studies of children's early sensitivity to an interlocutor's non-verbal signals, children were especially attentive and receptive to whichever robot displayed the greater non-verbal contingency. Such selective information seeking is consistent with recent findings showing that although young children learn from others, they are selective with respect to the informants that they question or endorse. Copyright © 2016 Cognitive Science Society, Inc.

30 Track Games for Young Children

ERIC Educational Resources Information Center

Bell, Garry; Henderson, Colleen

2004-01-01

Whenever teachers of young children get together there will be differences of opinion about how far children should be taught to count. Some will argue that the focus should be on small numbers to 9, building up the notion of what, say, the name 5 means, what it looks like, and how it can be represented. Others argue that with ice blocks retailing…

The Engagement in Schooling of Economically Disadvantaged Parents and Children

ERIC Educational Resources Information Center

Cooper, Carey E.; Crosnoe, Robert

2007-01-01

This study considers academic risk and resilience in the context of economic disadvantage, examining the associations among such disadvantage, parental involvement in education, and children's academic orientation in a sample of 489 inner-city families. Neither parents' nor children's engagement in the educational system was significantly…

Buffering effect of parental engagement on the relationship between corporal punishment and children's emotional/behavioral problems.

PubMed

Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Koeda, Tatsuya; Anme, Tokie

2015-06-01

Previous research has established links between corporal punishment and children's developmental problems, but few studies have investigated the moderating effect of positive parenting between corporal punishment and children's developmental difficulties in detail. This study investigated the buffering effect of parental engagement on the association between corporal punishment and children's emotional/behavioral problems. The main caregivers completed the Evaluation of Environmental Stimulation Scale (EES), which is an evaluation of daily parenting behaviors, and the Strengths and Difficulties Questionnaire (SDQ), which evaluates children's developmental problems. Corporal punishment was associated with worse emotional and behavioral problems in children, whereas parental engagement in games or sports was associated with fewer emotional symptoms. Similarly, parental engagement in homework or housework significantly moderated the association between corporal punishment and children's behavioral problems. Parental engagement positively moderated the association between parental corporal punishment and children's developmental difficulties. This association varied with child gender. © 2015 Japan Pediatric Society.

Young children's contact with the elderly.

PubMed

Sheehan, R

1978-07-01

The present research is an investigation of the frequency and type of contact which young children have had with elderly persons. It is also an examination of the relationship between this contact and children's ability to identify or discriminate elderly persons. Interview data were gathered from children's parents pertaining to experiences which the children had with persons 70 years or older. The same children were also exposed to a series of stimulus discrimination tasks in which they were asked to identify the oldest man from a range of pictures. The research yielded descriptive data pertaining to the contact which children have with the elderly. It also revealed a statistically significant relationship between children's frequency of contact with elderly persons and their ability to identify the elderly.

Family Context and Young Children's Responses to Earthquake

ERIC Educational Resources Information Center

Proctor, Laura J.; Fauchier, Angele; Oliver, Pamella H.; Ramos, Michelle C.; Rios, Martha A.; Margolin, Gayla

2007-01-01

Background: Family context can affect children's vulnerability to various stresses, but little is known regarding the role of family variables on children's reactions to natural disaster. This prospective study examined the influence of predisaster observed parenting behaviors and postdisaster parental stress on young children's distress following…

Pattern of Child Sexual Abuse by Young Aggressors.

ERIC Educational Resources Information Center

Alert-Dancer, Claire; Halley, Nancy; Hamate, Maryam; Bernard-Bonnie, Anne-Claude

1997-01-01

Medical evaluation of 316 children, mean age 6 years, found 39 perpetrators of sexual abuse were less than 16 years old and 15 were between 16 and 19. Young aggressors were more likely to abuse older female children. Adolescent aggressors appeared to engage in more genital/genital and genital/anal sexual abuse than older aggressors. (Author/DB)

Do Preschool Teachers Perceive Young Children from Immigrant Families Differently?

ERIC Educational Resources Information Center

Mevorach, Miriam

2008-01-01

This article describes preschool teachers' espoused mental models (EMMs) or, in other words, their naive understanding of young children's learning. Our research goal was to examine differences within the teachers' EMMs regarding the minds and learning of young children from different cultural backgrounds. The subjects included 18 preschool…

Time to Eat: Improving Mealtimes of Young Children with Autism

ERIC Educational Resources Information Center

Bruns, Deborah A.; Thompson, Stacy

2011-01-01

Many young children with autism exhibit feeding-related difficulties, such as accepting a limited diet, demonstrating texture aversions, or using only specific mealtime utensils. Young children with autism need assistance to acquire skills to improve mealtime behavior, including increased acceptance of a variety of foods (types and textures) at…

Young Children's Preference for Unique Owned Objects

PubMed Central

Gelman, Susan A.; Davidson, Natalie S.

2016-01-01

An important aspect of human thought is the value we place on unique individuals. Adults place higher value on authentic works of art than exact replicas, and young children at times value their original possessions over exact duplicates. What is the scope of this preference in early childhood, and when do children understand its subjective nature? On a series of trials, we asked three-year-olds (N=36) to choose between two toys for either themselves or the researcher: an old (visibly used) toy versus a new (more attractive) toy matched in type and appearance (e.g., old vs. brand-new blanket). Focal pairs contrasted the child's own toy with a matched new object; Control pairs contrasted toys the child had never seen before. Children preferred the old toys for Focal pairs only, and treated their own preferences as not shared by the researcher. By 3 years of age, young children place special value on unique individuals, and understand the subjective nature of that value. PMID:27395441

Emergent self-regulatory activity among young children during scientific inquiry: An analysis of six kindergarten children

NASA Astrophysics Data System (ADS)

Lomangino, Adrienne Gelpi

2000-10-01

This qualitative investigation extends the study of self-regulation to examine young children's developing self-regulated learning competencies. The framework for this research draws upon social cognitive, developmental, and sociocultural perspectives on self-regulation and research on children's scientific thinking. Taking a multiple case study approach, this study examines six kindergarten children's emerging self-regulatory competencies during inquiry-based science instruction. Data were collected during two inquiry-based science programs of study, one pertaining to light and shadow and a second pertaining to motion on inclined planes. Data sources included: videotaped records of the instruction, transcriptions of the videotapes, interviews with the children and teacher, student work, and field notes. Taking an inductive approach to analysis, patterns in the children's activity were identified through a recursive process of defining and refining categories that characterized the children's verbal and behavioral activity. Each case study examines a child's behavior within each phase of the inquiry for evidence of emerging self-regulatory competence. Analysis revealed nascent forms of goal-setting and planning, monitoring, resource management, seeking social assistance, and evaluating. Monitoring activity occurred more frequently than planning or evaluating. For several children, animating materials served to promote motivation. Children's efforts to support peers' activity and monitor the meaning of ongoing discourse contrast with common assumptions about children's attention to others' thinking. Variations in self-regulatory activity were found across phases of instruction. The children exhibited interpersonal self-regulatory efforts, in which monitoring and control of the self was entwined with the activity of others. Joint participation also played a critical role in supporting the metacognitive demands of self-regulation and prompting metacognitive awareness

Television viewing, reading, physical activity and brain development among young South Korean children.

PubMed

Lee, Eun-Young; Spence, John C; Carson, Valerie

2017-07-01

To examine associations between television (TV) viewing, reading, physical activity (PA), and participation in these behaviors with caregivers, and cognitive and linguistic development among young South Korean children aged 0-5 years. Cross-sectional study. Findings are based on 1870 children in the Korea Children and Youth Survey. All measures were questionnaire-derived. Children who participated in PA for 1-3h/week and for >3h/week were more likely to show high cognitive development (OR=1.45, 95%CI: 1.06-2.00 and OR=1.58, 95%CI: 1.11-2.23; referent: <1h/week). Reading for 1-3h/day and for >3h/day were associated with increased odds of high cognitive development (weekdays: OR=1.89, 95%CI: 1.32-2.41 and OR=2.47, 95%CI: 1.29-4.73; weekends: OR=1.87, 95%CI: 1.39-2.54 and OR=3.34, 95%CI: 1.70-6.55; referent: <1h/day). TV viewing for 1-3h/day on weekends was associated with increased odds of high linguistic development (OR=1.45, 95%CI: 1.07-1.94); referent: <1h/day). When children participated in TV viewing, reading, and PA daily with caregivers, they were more likely to show high cognitive and/or linguistic development than those who engaged in these behaviors 1-2 times/week. Findings support emerging evidence that PA and specific types of sedentary behavior have positive impacts on brain development during early childhood. Furthermore, engaging in different types of behavior more frequently with caregivers, regardless of type, may be important for brain development. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Using "Clicker 5" to Enhance Emergent Literacy in Young Learners

ERIC Educational Resources Information Center

Parette, Howard P.; Hourcade, Jack J.; Dinelli, Jenny M.; Boeckmann, Nichole M.

2009-01-01

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children's early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational…

Allergic contact reaction to antiseptics in very young children.

PubMed

Darrigade, A S; Léauté-Labrèze, C; Boralevi, F; Taïeb, A; Milpied, B

2018-06-19

Contact dermatitis from topical antiseptic use has been reported mostly in adults but rare cases of chlorhexidine contact dermatitis have also been described in young children. To evaluate contact allergic dermatitis to antiseptics in young children. The children mostly referred for a misdiagnose (cellulitis) were patch tested with a selection of the European baseline series, an antiseptics series and the personal topical products used. 14 children (8 boys, 6 girls) received a diagnosis of contact dermatitis to antiseptics between May 2010 and December 2017. The mean age at diagnosis was 38 months (8 months to 8 years), 3 children only had a personal history of atopy. Chlorhexidine gluconate was positive in 7 cases, benzalkonium chloride in 8 cases, and in 4 cases both allergens were positive. This small case series confirm that both chlorhexidine and benzalkonium chloride are implicated in contact dermatitis from antiseptic use in the pediatric population. We emphasize the initial misdiagnose of these patients, the very young age of the children, and the allergenic potential of common antiseptics in non-atopic children. We hypothesize that the systematic use of antiseptics for umbilical cord care could be responsible for the sensitization in newborns. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Promoting and protecting the health of children and young people.

PubMed

Licence, K

2004-11-01

The health-related behaviours adopted by children and young people can have both immediate and long-term health effects. Health promotion interventions that target children and young people can lay the foundations of a healthy lifestyle that may be sustained into adulthood. This paper is based on a selective review of evidence relating to health promotion in childhood, carried out to support the external working group on the 'Healthy Child' module of the Children's National Service Framework. This is a selective review of mainly secondary research. It focuses on injury prevention, support for parenting and the promotion of good mental health, and promoting a healthy diet and physical activity amongst children and young people. In many areas, the quality of primary research into health promotion interventions aimed at children and young people is poor. Interventions are heterogeneous and not described in sufficient detail. Sample sizes tend to be small, and there are commonly problems of bias. Despite these difficulties, there is good evidence for a range of interventions, including (1) area road safety schemes; (2) combining a variety of approaches to the promotion of the use of safety equipment, including legislation and enforcement, loan/assisted purchase/giveaway schemes, education, fitting and maintenance of safety equipment; (3) school-based mental health promotion; (4) parenting support; (5) interventions that promote and facilitate 'lifestyle' activity for children, such as walking and cycling to school, and those that aim to reduce sedentary behaviours such as parent education to reduce the time children spend watching TV and using computers; and (6) controlling advertising of unhealthy food that is aimed at children. There are effective interventions to promote and protect the health of children and young people that require action across the five areas described in the Ottawa Charter. Health, social care and education services have a direct role in the

Young Children in Intractable Conflicts: The Israeli Case.

PubMed

Nasie, Meytal; Diamond, Aurel Harrison; Bar-Tal, Daniel

2015-10-08

The article examines the political socialization of young Jewish-Israeli children who live under the Israeli-Palestinian intractable conflict. It proposes arguments and presents empirical evidence to suggest that the way in which political socialization of young children happens in this context contributes to the development of conflict-supporting narratives of ethos of conflict and collective memory by the youngest generation. As a result, the conflict solidifies adherence to these narratives in adulthood, thereby serving as a major obstacle to the processes of peace-making and peace-building. Specifically, as evidence for showing how the political socialization works in Israel, a series of studies conducted in Israeli kindergartens and elementary schools are presented. These studies recount the contents acquired by young children, as well as contents delivered by teachers, related to the Israeli-Palestinian conflict. This indicates the serious consequences of acquiring conflict-supporting narratives at an early age in societies involved in intractable conflict. © 2015 by the Society for Personality and Social Psychology, Inc.

Visual Impairment in Infants and Young Children.

ERIC Educational Resources Information Center

Teplin, Stuart W.

1995-01-01

This article reviews the structure, development, function, and assessment of the visual system and then considers: common eye problems of young children with visual impairment; impacts of severe impairment on child development; and the roles of early intervention professionals, ophthalmologists, and pediatricians in working with these children and…

Early Childhood Teachers as Socializers of Young Children's Emotional Competence

ERIC Educational Resources Information Center

Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

2012-01-01

Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

Friendship in Young Children: Construction of a Behavioural Sociometric Method

ERIC Educational Resources Information Center

van Hoogdalem, Anne-Greth; Singer, Elly; Eek, Anneloes; Heesbeen, Daniëlle

2013-01-01

We need methods to measure friendship among very young children to study the beginnings of friendship and the impact of experiences with friendship for later development. This article presents an overview of methods for measuring very young children's friendships. A behavioural sociometric method was constructed to study degrees of friendship…

Young Children Making Sense of Racial and Ethnic Differences: A Sociocultural Approach

ERIC Educational Resources Information Center

Park, Caryn C.

2011-01-01

The research on young children and race has previously relied on Piagetian developmental concepts to describe ages and stages in the development of children's racial and ethnic understandings, leaving uninvestigated the situated meaning and consequences of children's learning. Drawing from a qualitative study of young children's (ages 3.5 to 5.5)…

Epidemiology of Tuberculosis in Young Children in the United States

PubMed Central

Pang, Jenny; Teeter, Larry D.; Katz, Dolly J.; Davidow, Amy L.; Miranda, Wilson; Wall, Kirsten; Ghosh, Smita; Stein-Hart, Trudy; Restrepo, Blanca I.; Reves, Randall; Graviss, Edward A.

2016-01-01

OBJECTIVES To estimate tuberculosis (TB) rates among young children in the United States by children’s and parents’ birth origins and describe the epidemiology of TB among young children who are foreign-born or have at least 1 foreign-born parent. METHODS Study subjects were children <5 years old diagnosed with TB in 20 US jurisdictions during 2005–2006. TB rates were calculated from jurisdictions’ TB case counts and American Community Survey population estimates. An observational study collected demographics, immigration and travel histories, and clinical and source case details from parental interviews and health department and TB surveillance records. RESULTS Compared with TB rates among US-born children with US-born parents, rates were 32 times higher in foreign-born children and 6 times higher in US-born children with foreign-born parents. Most TB cases (53%) were among the 29% of children who were US born with foreign-born parents. In the observational study, US-born children with foreign-born parents were more likely than foreign-born children to be infants (30% vs 7%), Hispanic (73% vs 37%), diagnosed through contact tracing (40% vs 7%), and have an identified source case (61% vs 19%); two-thirds of children were exposed in the United States. CONCLUSIONS Young children who are US born of foreign-born parents have relatively high rates of TB and account for most cases in this age group. Prompt diagnosis and treatment of adult source cases, effective contact investigations prioritizing young contacts, and targeted testing and treatment of latent TB infection are necessary to reduce TB morbidity in this population. PMID:24515517

A profile of technology-assisted children and young people in north west England.

PubMed

Kirk, Susan

2008-11-01

To obtain a profile of children and young people in north west England who needed the ongoing support of medical technology. As part of a larger study, 28 community children's nursing teams in the north west of England were asked to profile the children and young people on their caseloads who needed the ongoing support of medical technology. Twenty-five teams returned data, from which a total of 591 children and young people were identified. The most prevalent technology used was gastrostomy/jejunostomy, which was used by more than two-thirds of the sample. Over a quarter of the children/young people were supported by more than one technology. The majority of the children/young people were seven years old or younger Although most had used the technology for five years or less (71 per cent), there were 164 children/ young people who had been technology-assisted for six or more years. Although there are limitations in this study, the data is nevertheless useful for planning future services and support, including identifying the numbers of young people who will be transferring to adult services. A more efficient means of collecting these data would be to systematically record long-term conditions and technology assistance in electronic health records.

CoYoT1 Clinic: Home Telemedicine Increases Young Adult Engagement in Diabetes Care.

PubMed

Reid, Mark W; Krishnan, Subramanian; Berget, Cari; Cain, Cindy; Thomas, John Fred; Klingensmith, Georgeanna J; Raymond, Jennifer K

2018-05-01

Young adults with type 1 diabetes (T1D) experience poor glycemic control, disengagement in care, and are often lost to the medical system well into their adult years. Diabetes providers need a new approach to working with the population. The goal of this study was to determine whether an innovative shared telemedicine appointment care model (CoYoT1 Clinic [pronounced as "coyote"; Colorado Young Adults with T1D]) for young adults with T1D improves care engagement, satisfaction, and adherence to American Diabetes Association (ADA) guidelines regarding appointment frequency. CoYoT1 Clinic was designed to meet the diabetes care needs of young adults (18-25 years of age) with T1D through home telemedicine. Visits occurred every 3 months over the 1-year study (three times by home telemedicine and one time in-person). Outcomes were compared to patients receiving treatment as usual (control). Compared with controls, CoYoT1 patients attended significantly more clinic visits (P < 0.0001) and increased their number of clinic visits from the year before the intervention. Seventy-four percent of CoYoT1 patients were seen four times over the 12-month study period, meeting ADA guidelines, but none in the control group met the ADA recommendation. CoYoT1 patients used diabetes technologies more frequently and reported greater satisfaction with care compared with controls. Delivering diabetes care by home telemedicine increases young adults' adherence to ADA guidelines and usage of diabetes technologies, and improves retention in care when compared to controls. Home telemedicine may keep young adults engaged in their diabetes care during this challenging transition period.

How children and young people construct and negotiate living with medical technology.

PubMed

Kirk, Susan

2010-11-01

Increasing numbers of children need the support of medical technology for their survival and wellbeing, yet little is known about their experiences of living technology-assisted lives. This study aimed to explore how this group of children experience and construct medical technology and its influence on their identity and social relationships. Using a Grounded Theory approach, 28 children/young people aged between 8 and 19 years old and using different types of medical devices were recruited via nursing services in England. Data were collected by in-depth interviews conducted in children's homes. The medical technology occupied an ambivalent position in children's lives being seen as having both an enabling and disabling presence. Children actively engaged in work to incorporate the technology into their lives and bodies by developing strategies to manage their condition, the technology and their identities. This body work appeared to be driven by a desire to 'normalise' their bodies and their lives. Technologies were shaped to integrate them into everyday life and children managed their self-presentation and controlled information about their condition. This work was ongoing, responding to changing social contexts and relationships. For these children the process of 'growing up' involves incorporating disability, illness and technology. This study contributes to knowledge by examining how medical technology is constructed by children whose lives are dependent on it and illuminating the resources and strategies they use to manage their identity and negotiate peer culture interactions and norms. Copyright © 2010 Elsevier Ltd. All rights reserved.

Education Facilities for Young Children

ERIC Educational Resources Information Center

Meade, Anne; Ross, Fiona

2006-01-01

Educational buildings and grounds can provide a supportive and stimulating environment for the learning process as well as contribute to greater community needs. These issues were addressed at an international conference entitled "Making Space: Architecture and Design for Young Children". Described here are the importance of outdoor…

Parent Engagement: Strategies for Involving Parents in School Health

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2012

2012-01-01

Children and adolescents are establishing patterns of behavior that affect both their current and future health. Young people are at risk for engaging in tobacco, alcohol, or other drug use, participating in violence or gang activities, and initiating sex at an early age. However, a growing body of research demonstrates that enhancing protective…

Prevalence and Correlates of Depressive Symptoms in Mothers of Young Children.

ERIC Educational Resources Information Center

Hall, Lynne A.

Mothers of young children are at risk for depressive symptoms due to their gender and status as parents of young children. Accordingly, this study undertook to assess the prevalence of depressive symptoms in a sample of 196 mothers of 5- and 6-year-old children; to identify sociodemographic correlates of depressive symptoms among these women; and…

Young Adult Cancer Survivors' Experience with Cancer Treatment and Follow-Up Care and Perceptions of Barriers to Engaging in Recommended Care.

PubMed

Berg, Carla J; Stratton, Erin; Esiashvili, Natia; Mertens, Ann

2016-09-01

We examined correlates of low engagement in the healthcare system, experiences with survivorship care, barriers to follow-up care, and potential resources for promoting follow-up care among young adult survivors of childhood cancers. We conducted a mixed-method study involving surveys of 106 survivors of childhood cancer aged 18-34 recruited from a university-affiliated children's hospital and an NCI-designated cancer center in the Southeastern USA. Phone-based semistructured interviews were then conducted in a subset of 26. Assessments included health factors, psychosocial factors, healthcare system interaction, and interest in resources to promote engagement in healthcare. Survey participants were on average 22.14 (SD = 3.16) years old, 50.0 % female, and 77.4 % White. Overall, 46.0 % had attended survivorship clinic, 47.2 % reported receiving a treatment summary, 68.9 % had a primary care provider, and 17.0 % reported no interaction with healthcare in the past 2 years. Correlates of less than annual healthcare provider visits included being older (p = 0.003), being male (p < 0.001), lack of insurance (p = 0.002), and having had chemotherapy (p = 0.05). Participants reported varied experiences in terms of how health and treatment information was presented, from none or too little to overwhelming or anxiety-provoking amounts. Barriers to engaging in survivorship care included no/limited insurance, time, or transportation; major life changes; anxiety; and difficulty transitioning from pediatrics to adult care. Participants highlighted the need for educational and psychosocial resources, particularly technology-based resources. Multilevel interventions are needed to increase engagement in survivorship care among young adult cancer survivors. Technology-based resources addressing social support and mental well-being are intervention possibilities.

Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds

PubMed Central

Kraus, Nina; Hornickel, Jane; Strait, Dana L.; Slater, Jessica; Thompson, Elaine

2014-01-01

Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program—as defined by better attendance and classroom participation—developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness. PMID:25566109

Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds.

PubMed

Kraus, Nina; Hornickel, Jane; Strait, Dana L; Slater, Jessica; Thompson, Elaine

2014-01-01

Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program-as defined by better attendance and classroom participation-developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness.

Dramatic pretend play games uniquely improve emotional control in young children.

PubMed

Goldstein, Thalia R; Lerner, Matthew D

2017-09-15

Pretense is a naturally occurring, apparently universal activity for typically developing children. Yet its function and effects remain unclear. One theorized possibility is that pretense activities, such as dramatic pretend play games, are a possible causal path to improve children's emotional development. Social and emotional skills, particularly emotional control, are critically important for social development, as well as academic performance and later life success. However, the study of such approaches has been criticized for potential bias and lack of rigor, precluding the ability to make strong causal claims. We conducted a randomized, component control (dismantling) trial of dramatic pretend play games with a low-SES group of 4-year-old children (N = 97) to test whether such practice yields generalized improvements in multiple social and emotional outcomes. We found specific effects of dramatic play games only on emotional self-control. Results suggest that dramatic pretend play games involving physicalizing emotional states and traits, pretending to be animals and human characters, and engaging in pretend scenarios in a small group may improve children's emotional control. These findings have implications for the function of pretense and design of interventions to improve emotional control in typical and atypical populations. Further, they provide support for the unique role of dramatic pretend play games for young children, particularly those from low-income backgrounds. A video abstract of this article can be viewed at: https://youtu.be/2GVNcWKRHPk. © 2017 John Wiley & Sons Ltd.

Emergence of Lying in Very Young Children

ERIC Educational Resources Information Center

Evans, Angela D.; Lee, Kang

2013-01-01

Lying is a pervasive human behavior. Evidence to date suggests that from the age of 42 months onward, children become increasingly capable of telling lies in various social situations. However, there is limited experimental evidence regarding whether very young children will tell lies spontaneously. The present study investigated the emergence of…

Young Children's Trust in Overtly Misleading Advice

ERIC Educational Resources Information Center

Heyman, Gail D.; Sritanyaratana, Lalida; Vanderbilt, Kimberly E.

2013-01-01

The ability of 3- and 4-year-old children to disregard advice from an overtly misleading informant was investigated across five studies (total "n" =212). Previous studies have documented limitations in young children's ability to reject misleading advice. This study was designed to test the hypothesis that these limitations are primarily…

"The Butter Battle Book": Engaging Children's Thoughts of War.

ERIC Educational Resources Information Center

Barone, Diane

1993-01-01

Discusses how "The Butter Battle Book" by Dr. Seuss can be used to introduce the moral issue of war to young children. Studies the written responses of 1,187 children in grades kindergarten to 6 to the story. Notes that only the fourth- through sixth-grade students (who felt themselves beyond Dr. Seuss) understood the allegorical nature…

DIETARY EXPOSURES OF YOUNG CHILDREN, PART 3: MODELLING

EPA Science Inventory

A deterministic model was used to model dietary exposure of young children. Parameters included pesticide residue on food before handling, surface pesticide loading, transfer efficiencies and children's activity patterns. Three components of dietary pesticide exposure were includ...

Learning to (Dis)Engage? The Socialising Experiences of Young People Living in Areas of Socio-Economic Disadvantage

ERIC Educational Resources Information Center

Mason, Carolynne; Cremin, Hilary; Warwick, Paul; Harrison, Tom

2011-01-01

Young people are increasingly required to demonstrate civic engagement in their communities and help deliver the aspirations of localism and Big Society. Using an ecological systems approach this paper explores the experiences of different groups of young people living in areas of socio-economic disadvantage. Using volunteering as an example of…

Anxiety, Outcome Expectancies, and Young People's Willingness to Engage in Contact with the Elderly

ERIC Educational Resources Information Center

Hutchison, Paul; Fox, Edward; Laas, Anna Maria; Matharu, Jasmin; Urzi, Serena

2010-01-01

A cross-sectional study (N = 61) investigated the relationship between young people's previous experiences of intergenerational contact and their willingness to engage in future contact with the elderly. Regression analyses confirmed that frequent positive intergenerational contact predicted more positive outcome expectancies, less intergroup…

The efficacy of functional gait training in children and young adults with cerebral palsy: a systematic review and meta-analysis.

PubMed

Booth, Adam T C; Buizer, Annemieke I; Meyns, Pieter; Oude Lansink, Irene L B; Steenbrink, Frans; van der Krogt, Marjolein M

2018-03-07

The aim of this systematic review was to investigate the effects of functional gait training on walking ability in children and young adults with cerebral palsy (CP). The review was conducted using standardized methodology, searching four electronic databases (PubMed, Embase, CINAHL, Web of Science) for relevant literature published between January 1980 and January 2017. Included studies involved training with a focus on actively practising the task of walking as an intervention while reporting outcome measures relating to walking ability. Forty-one studies were identified, with 11 randomized controlled trials included. There is strong evidence that functional gait training results in clinically important benefits for children and young adults with CP, with a therapeutic goal of improved walking speed. Functional gait training was found to have a moderate positive effect on walking speed over standard physical therapy (effect size 0.79, p=0.04). Further, there is weaker yet relatively consistent evidence that functional gait training can also benefit walking endurance and gait-related gross motor function. There is promising evidence that functional gait training is a safe, feasible, and effective intervention to target improved walking ability in children and young adults with CP. The addition of virtual reality and biofeedback can increase patient engagement and magnify effects. Functional gait training is a safe, feasible, and effective intervention to improve walking ability. Functional gait training shows larger positive effects on walking speed than standard physical therapy. Walking endurance and gait-related gross motor function can also benefit from functional gait training. Addition of virtual reality and biofeedback shows promise to increase engagement and improve outcomes. © 2018 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.

Young Children's Enactments of Human Rights in Early Childhood Education

ERIC Educational Resources Information Center

Quennerstedt, Ann

2016-01-01

This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children…

Young Children's Reactions to Mothers' Disclosure of Maternal HIV+ Serostatus

ERIC Educational Resources Information Center

Murphy, Debra A.; Roberts, Kathleen J.; Hoffman, Dannie

2006-01-01

Little is known about the impact of maternal disclosure of HIV-positive serostatus on young children. The objective of this study was to explore this topic, utilizing in-depth qualitative interviews. Qualitative interviews were conducted with 47 mothers who had disclosed to their young, well child, and with the children. The most prevalent child…

Child Rearing in America: Challenges Facing Parents with Young Children.

ERIC Educational Resources Information Center

Halfon, Neal, Ed.; McLearn, Kathryn Taaffe, Ed.; Schuster, Mark A., Ed.

In the wake of intense national interest in very young children, this volume presents an examination of the findings of the Commonwealth Survey of Parents with Young Children, as analyzed by scholars from diverse disciplines. What emerges from this analysis is a picture of the complex forces that influence families and child rearing in the…

Teaching Time Concepts to Young Children.

ERIC Educational Resources Information Center

Muir, Sharon Pray

1986-01-01

Presents many activity ideas for teaching young children about time using chronological events, clocks, and calendars. Jerome Bruner's enactive-iconic-symbolic sequence of concept development is used as a guide for these learning experiences. (LP)

What Box: A task for assessing language lateralization in young children.

PubMed

Badcock, Nicholas A; Spooner, Rachael; Hofmann, Jessica; Flitton, Atlanta; Elliott, Scott; Kurylowicz, Lisa; Lavrencic, Louise M; Payne, Heather M; Holt, Georgina K; Holden, Anneka; Churches, Owen F; Kohler, Mark J; Keage, Hannah A D

2018-07-01

The assessment of active language lateralization in infants and toddlers is challenging. It requires an imaging tool that is unintimidating, quick to setup, and robust to movement, in addition to an engaging and cognitively simple language processing task. Functional Transcranial Doppler Ultrasound (fTCD) offers a suitable technique and here we report on a suitable method to elicit active language production in young children. The 34-second "What Box" trial presents an animated face "searching" for an object. The face "finds" a box that opens to reveal a to-be-labelled object. In a sample of 95 children (1 to 5 years of age), 81% completed the task-32% with ≥10 trials. The task was validated (ρ = 0.4) against the gold standard Word Generation task in a group of older adults (n = 65, 60-85 years of age), though was less likely to categorize lateralization as left or right, indicative of greater measurement variability. Existing methods for active language production have been used with 2-year-old children while passive listening has been conducted with sleeping 6-month-olds. This is the first active method to be successfully employed with infants through to pre-schoolers, forming a useful tool for populations in which complex instructions are problematic.

Daily physical activity in young children and their parents: A descriptive study

PubMed Central

Cantell, Marja; Crawford, Susan G; Dewey, Deborah

2012-01-01

BACKGROUND: Little is known about physical activity (PA) in young children and about the relationship between their PA and that of their parents. OBJECTIVE: The main purpose of the present study (Y-Be-Active) was to examine the daily PA levels of young children and their parents, and to explore the relationship between children’s and parents’ PA. METHOD: Fifty-four children (mean age 4.3 years) and their parents (54 mothers, mean age 35.8 years; 50 fathers, mean age 38.2 years) wore accelerometers for three weekdays and two weekend days. Parents also completed questionnaires on family sociodemographics and PA habits. RESULTS: Children spent most of their time in light PA. Almost all children attained 30 min of daily moderate-to-vigorous PA (MVPA), and most boys and girls attained 60 min of daily MVPA on weekdays. Only 60% of fathers and approximately one-half of mothers attained 30 min of daily MVPA on weekdays and weekend days. Children’s and fathers’ PA were correlated on weekends. Few parents (20% to 30%) participated regularly in organised PA with their child. Fathers’ involvement in PA with their children was associated with higher MVPA in children. CONCLUSIONS: Many young children and parents did not meet current Canadian recommendations for daily PA. Parental involvement in PA with their young children, particularly the involvement of fathers, appeared to promote higher levels of MVPA in young children. PMID:23450045

"Our Guinea Pig Is Dead!" Young Children Cope with Death.

ERIC Educational Resources Information Center

Thomason, Nita Davison

1999-01-01

Describes how children develop a concept of death, and presents suggestions for classroom experiences to help young children cope with death. Considers children's attendance at funerals and how to answer children's questions about death. Lists 14 children's books about death. (KB)

Parents' descriptions of young children's dissociative reactions after trauma.

PubMed

Cintron, Gabriela; Salloum, Alison; Blair-Andrews, Zoe; Storch, Eric A

2017-10-09

There is limited research on the phenomenology of how young children who have been exposed to trauma express the intrusive symptom of dissociative reactions. The current qualitative study utilized interviews from a semi-structured diagnostic clinical interview with 74 caregivers of young children (ages 3 to 7) who were exposed to trauma to identify parents' descriptions of their children's dissociative reactions during a clinical interview. Based on results from the interview, 45.9% of the children had dissociative reactions (8.5% had flashbacks and 41.9% had dissociative episodes). Interviews were transcribed to identify themes of dissociative reactions in young children. Common themes to flashbacks and dissociative episodes included being triggered, being psychologically in their own world (e.g., spaced out and shut down), and displaying visible signs (e.g., crying and screaming). For flashbacks, caregivers reported that it seemed as if the child was re-experiencing the trauma (e.g., yelling specific words and having body responses). For dissociative episodes, caregivers noted that the child not only seemed psychologically somewhere else (e.g., distant and not there) but also would be physically positioned somewhere else (e.g., sitting and not responding). Caregivers also expressed their own reactions to the child's dissociative episode due to not understanding what was occurring, and trying to interrupt the occurrences (e.g., calling out to the child). Themes, descriptions, and phrases to describe dissociative reactions in young children after trauma can be used to help parents and professionals more accurately identify occurrences of dissociative reactions.

Cooperative Activities in Young Children and Chimpanzees

ERIC Educational Resources Information Center

Warneken, Felix; Chen, Frances; Tomasello, Michael

2006-01-01

Human children 18-24 months of age and 3 young chimpanzees interacted in 4 cooperative activities with a human adult partner. The human children successfully participated in cooperative problem-solving activities and social games, whereas the chimpanzees were uninterested in the social games. As an experimental manipulation, in each task the adult…

Young Children's Automatic Encoding of Social Categories

ERIC Educational Resources Information Center

Weisman, Kara; Johnson, Marissa V.; Shutts, Kristin

2015-01-01

The present research investigated young children's automatic encoding of two social categories that are highly relevant to adults: gender and race. Three- to 6-year-old participants learned facts about unfamiliar target children who varied in either gender or race and were asked to remember which facts went with which targets. When participants…

Screen Media and Young Children: Who Benefits?

ERIC Educational Resources Information Center

Cardany, Audrey Berger

2010-01-01

Since the airing of "Sesame Street" in 1985, television produced for children has expanded to more television shows and educational media that includes videos, DVDs, and computer products. Viewing screen media is pervasive in the environments of young children, and companies are designing products for our youngest viewers--infants and toddlers.…

Subsyllabic Unit Preference in Young Chinese Children

ERIC Educational Resources Information Center

Wang, Min; Cheng, Chenxi

2008-01-01

We reported three experiments investigating subsyllabic unit preference in young Chinese children. In Experiment 1, a Chinese sound similarity judgment task was designed in which 48 pair of stimuli varied in terms of shared subsyllabic units (i.e., vowel, body, rime, onset-coda). Grade 1 Chinese-speaking monolingual children judged pairs with…

Iron status of young children in Europe.

PubMed

van der Merwe, Liandré F; Eussen, Simone R

2017-12-01

Iron deficiency (ID) is common in young children aged 6-36 mo. Although the hazards associated with iron deficiency anemia (IDA) are well known, concerns about risks associated with excess iron intake in young children are emerging. To characterize iron status in Europe, we describe the prevalence of ID, IDA, iron repletion, and excess stores with the use of published data from a systematic review on iron intake and deficiency rates, combined with other selected iron status data in young European children. Various definitions for ID and IDA were applied across studies. ID prevalence varied depending on socioeconomic status and type of milk fed (i.e., human or cow milk or formula). Without regard to these factors, ID was reported in 3-48% of children aged ≥12 mo across the countries. For 6- to 12-mo-old infants, based on studies that did not differentiate these factors, ID prevalence was 4-18%. IDA was <5% in most studies in Northern and Western Europe but was considerably higher in Eastern Europe (9-50%). According to current iron status data from a sample of healthy Western European children aged 12-36 mo, 69% were iron replete, and the 97.5th percentile for serum ferritin (SF) was 64.3 μg/L. In another sample, 79% of 24-mo-old children were iron replete, and the 97.5th percentile for SF was 57.3 μg/L. Average iron intake in most countries studied was close to or below the UK's Recommended Dietary Allowance. In conclusion, even in healthy European children aged 6-36 mo, ID is still common. In Western European populations for whom data were available, approximately three-quarters of children were found to be iron replete, and excess iron stores (SF >100 μg/L) did not appear to be a concern. Consensus on the definitions of iron repletion and excess stores, as well as on ID and IDA, is needed. © 2017 American Society for Nutrition.

Effective nursing care of children and young people outside hospital.

PubMed

Whiting, Lisa; Caldwell, Chris; Donnelly, Mary; Martin, Debbie; Whiting, Mark

2015-06-01

To assess the preparation required to ensure a workforce of nurses who can provide high quality out-of-hospital services for children and young people. Using mixed methods, questionnaires were sent to young people and community children's nursing teams, interviews were conducted with academic staff and clinical nurses, and focus groups were undertaken with pre-registration children's nursing students. Nurses' communication skills and clinical abilities were most important to young people. There is a range of opinions about optimum out-of-hospital clinical experience. Pre- and post-qualification education and recruitment in this area, therefore, need attention. Out-of-hospital care presents problems, but is developing rapidly. Adequate, updated training, supervision and resources are needed.

Children's Responses to Differences

ERIC Educational Resources Information Center

Ramsey, Patricia G.

2008-01-01

Early childhood multicultural education presents teachers with the challenge of how to engage young children in exploring issues of diversity and inequality in meaningful, authentic, and hopeful ways. To support these efforts, this review summarizes past and current research on children's understandings and feelings related to race, social class,…

Classroom Pets and Young Children: Supporting Early Development

ERIC Educational Resources Information Center

Meadan, Hedda; Jegatheesan, Brinda

2010-01-01

Many young children have a natural attraction to and curiosity about animals. They like to observe, touch, talk to, and ask questions about them. Teachers and parents both can use this broad interest to facilitate children's development and learning in a variety of domains. Research shows that children across ages find emotional comfort in their…

Teething & Dental Hygiene for Young Children

MedlinePlus

... Living Listen Español Text Size Email Print Share Dental Health & Hygiene for Young Children Page Content Article ... and lead to future dental problems. Teaching Good Dental Habits The best way to protect your child's ...

Healthy Young Children: A Manual for Programs, 4th Edition.

ERIC Educational Resources Information Center

Aronson, Susan S., Ed.

Noting that the health component of child care should be planned to respond to the developmental patterns of young children, this manual was developed as a reference and resource guide for program directors and teachers of young children and can be used as a textbook for adult learners. The manual, based on national standards and reviewed by…

Stretching and Young Children: Should We or Shouldn't We?

ERIC Educational Resources Information Center

Mally, Kristi K.

2006-01-01

The purpose of this article is to continue the discussion of "should we or shouldn't we?" Specifically, this article addresses whether or not young children need to spend time participating in static stretching activities during physical education class. Is it a worthwhile use of already limited time to ask young children to stretch? Do they need…

Social Engagement with Peers and Stereotypic Behavior of Children with Autism

ERIC Educational Resources Information Center

Lee, SoHyun; Odom, Samuel L.; Loftin, Rachel

2007-01-01

In this study, the authors examined the relationship between engagement in social interaction with peers and stereotypic behavior. Three children with autism with relatively high rates of stereotypic behavior and low rates of social engagement with peers participated in the study. Two typically developing peers learned to direct social initiations…

Fact Sheet: Vulnerable Young Children

ERIC Educational Resources Information Center

Shaw, Evelyn, Comp.; Goode, Sue, Comp.

2008-01-01

This fact sheet provides data on infants, toddlers and young children who are experiencing high stress as a result of a number of risk factors specifically identified in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), including substantiated abuse or neglect, foster care placement, homelessness, exposure to family…

Sex Education with Young Children.

ERIC Educational Resources Information Center

Koblinsky, Sally; And Others

1980-01-01

Discusses guidelines (developed by the Oregon State University Early Childhood Sex Education Project) for developing teacher-parent cooperation in providing sex education to young children. The guidelines concern how to talk about body differences and body functions; how to deal with masturbation, sex play and obscene language; and how to involve…

Promoting Creativity in Young Children.

ERIC Educational Resources Information Center

Honig, Alice Sterling

This paper discusses creativity in young children and what teachers can do to support and promote it. Topics addressed in the paper include: (1) teacher interest in promoting creativity; (2) defining creativity; (3) creativity in the socioemotional domain; (4) the relationship between creativity and empathy for others; (4) bibliotherapy; (5)…

Games Children Play: The Effects of Media Violence on Young Children.

ERIC Educational Resources Information Center

Wellisch, Mimi

2000-01-01

Noting that most children living in Australia have access to a television, video games, and computers and are influenced by the content of their viewing and interactive games, this report examines the impact of media violence on young children. Topics discussed include the recognition of violence on television and video/computer games, reasons for…

Book Reading Interactions: What Parents and Children Say.

ERIC Educational Resources Information Center

Porterfield-Stewart, Janice

1993-01-01

Examines the verbal interactions that occur during book reading of mothers and young readers. Finds that, although there were differences in the opportunity for children to engage in deliberate literacy events, the parents were successfully monitoring literacy engagement. (RS)

Inspiring Young Minds: Scientific Inquiry in the Early Years

ERIC Educational Resources Information Center

Smart, Julie

2017-01-01

Learn to use inquiry-based practice to inspire young minds through science. This book gives educators a solid guide for using research-based principles of inquiry to help children explore their world. With real-life examples and information on facilitating and guiding children, you will be able to engage and maximize STEM learning. Web content and…

Perspectives of Young Children: How Do They Really Think?

ERIC Educational Resources Information Center

Costley, Kevin C.

2010-01-01

In his monumental research, although Piaget primarily relayed information about children's developmental stages of cognitive growth, Marian Marion goes on to discuss not only the developmental stages, yet focuses on how children think. In her textbook, "Guidance of Young Children", Marion conveys how teachers need to understand children and help…

A Sense of Autonomy in Young Children's Special Places

ERIC Educational Resources Information Center

Green, Carie

2013-01-01

Early childhood is a significant time when children begin to develop their place identity. As they discover their environment, young children claim special places in which to construct their own experiences. In exploring ways to connect children with place, particularly nature, caregivers need to consider children's place perspectives in the…

CONCEPTUAL FRAMEWORK FOR CATEGORIZING YOUNG CHILDREN'S EATING BEHAVIORS

EPA Science Inventory

Recent studies of total dietary ingestion of common indoor contaminants have demonstrated that young children's behaviors while eating can lead to a significant source of food contamination. The difference between children eating their food items with or without their hands wh...

"In Kindy You Don't Get Taught": Continuity and Change as Children Start School

ERIC Educational Resources Information Center

Dockett, Sue; Perry, Bob

2012-01-01

Over the last decade, there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children's experiences, expectations and perceptions influence both their interactions and those of others. This has resulted from recognition of young children as active citizens,…

Supporting "Young Carers" in Kenya: From Policy Paralysis to Action

ERIC Educational Resources Information Center

Skovdal, Morten; Campbell, Catherine; Onyango, Vincent

2013-01-01

African children who care for sick or dying adults are receiving less than optimal support due to confusion about whether or not young caregiving constitutes a form of child labour and the tendency of the authorities to play it "safe" and side with more abolitionist approaches to children's work, avoiding engagement with support…

Parent Engagement With a Telehealth-Based Parent-Mediated Intervention Program for Children With Autism Spectrum Disorders: Predictors of Program Use and Parent Outcomes

PubMed Central

Berger, Natalie I

2015-01-01

Background There has been growing interest in using telehealth to increase access to parent-mediated interventions for children with ASD. However, little is known about how parents engage with such programs. Objective This paper presents program engagement data from a pilot study comparing self-directed and therapist-assisted versions of a novel telehealth-based parent-mediated intervention for young children with autism spectrum disorders (ASD). Methods Parents of young children with ASD were randomly assigned to receive a self-directed or therapist-assisted version of ImPACT Online. Parent engagement and satisfaction with the different components of the program website were examined using the program’s automated data collection and a post-treatment evaluation survey. We examined the relationship between program engagement and changes in parent knowledge and implementation and participant characteristics associated with program engagement. Results Of the 27 parent participants, the majority were female (26/27, 96%), married (22/27, 81%), with a college degree or higher (15/27, 56%), and less than half were not employed outside of the home (10/27, 37%). The mean chronological age of the child participants was 43.26 months, and the majority were male (19/27, 70%) and white (21/27, 78%). Most of the families (19/27, 70%) resided in a rural or medically underserved area. Parents logged into the website an average of 46.85 times, spent an average of 964.70 minutes on the site, and completed an average of 90.17% of the lesson learning activities. Participants in the therapist-assisted group were more likely to engage with the website than those in the self-directed group: F 2,24=17.65, P<.001. In total, 85% of participants completed the program, with a significantly greater completion rate in the therapist-assisted group (N=27): χ2 1=5.06, P=.03. Lesson learning activities were visited significantly more often than the supplemental activities (all Ps<.05). Multiple

Young Children Prefer and Remember Satisfying Explanations

ERIC Educational Resources Information Center

Frazier, Brandy N.; Gelman, Susan A.; Wellman, Henry M.

2016-01-01

Research with preschool children has shown that explanations are important to them in that they actively seek explanations in their conversations with adults. But what sorts of explanations do they prefer, and what, if anything, do young children learn from the explanations they receive? Following a preliminary study with adults (N = 67) to…

Environmental impact on young children's participation in home-based activities.

PubMed

Albrecht, Erin C; Khetani, Mary A

2017-04-01

To test the effect of child, family, and environmental factors on young children's participation in home-based activities. Caregivers of young children were recruited using convenience and snowball sampling. Participants were 395 caregivers of children (222 males, 173 females) aged from 1 month to 5 years and 11 months. Demographic items and the home section of the Young Children's Participation and Environment Measure were administered online, followed by completion of the daily activities, mobility, and social/cognitive domains of the Pediatric Evaluation of Disability Inventory Computer Adaptive Test by telephone interview. A structural equation model fitted the data well (comparative fit index=0.91) and explained 31.2% of the variance in perceived environmental support and 42.5% of the variance in home involvement. Functional limitations and performance had an indirect effect on young children's participation through their effect on perceived environmental support. Specifically, fewer functional limitations and higher task performance were associated with greater environmental support, which in turn predicted higher levels of home involvement. Results suggest the importance of a young child's functional abilities and task performance on caregiver perceptions of environmental support at home, and the impact of environmental support on a child's participation in home-based activities during the early childhood period. Results warrant replication with more diverse samples to evaluate model generalizability. © 2016 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.

Young children's preference for unique owned objects.

PubMed

Gelman, Susan A; Davidson, Natalie S

2016-10-01

An important aspect of human thought is the value we place on unique individuals. Adults place higher value on authentic works of art than exact replicas, and young children at times value their original possessions over exact duplicates. What is the scope of this preference in early childhood, and when do children understand its subjective nature? On a series of trials, we asked three-year-olds (N=36) to choose between two toys for either themselves or the researcher: an old (visibly used) toy vs. a new (more attractive) toy matched in type and appearance (e.g., old vs. brand-new blanket). Focal pairs contrasted the child's own toy with a matched new object; Control pairs contrasted toys the child had never seen before. Children preferred the old toys for Focal pairs only, and treated their own preferences as not shared by the researcher. By 3years of age, young children place special value on unique individuals, and understand the subjective nature of that value. Copyright © 2016 Elsevier B.V. All rights reserved.

Acute Stress Symptoms in Young Children with Burns

ERIC Educational Resources Information Center

Stoddard, Frederick J.; Saxe, Glenn; Ronfeldt, Heidi; Drake, Jennifer E.; Burns, Jennifer; Edgren, Christy; Sheridan, Robert

2006-01-01

Objective: Posttraumatic stress disorder symptoms are a focus of much research with older children, but little research has been conducted with young children, who account for about 50% of all pediatric burn injuries. This is a 3-year study of 12- to 48-month-old acutely burned children to assess acute traumatic stress outcomes. The aims were to…

The Influence of Media on Young Children's Development

ERIC Educational Resources Information Center

Wartella, Ellen

2012-01-01

Ellen Wartella, PhD, a leading scholar of the role of media in children's development, responds to questions about the role of media in the lives of very young children. She discusses how technology is having an impact on parents and children and provides some context for how parents and caregivers can make informed decisions about using media…

Secrets and Disclosures: How Young Children Handle Secrets

ERIC Educational Resources Information Center

Anagnostaki, Lida; Wright, Michael J.; Papathanasiou, Athanasia

2013-01-01

The authors examined the influence of content and verbal cues on young children's understanding of secret information and of its disclosure. Participants were 209 5- and 6-year-old children in an experiment where a puppet, named Zinc, was the protagonist. Children were asked to whom Zinc would disclose a list of pieces of information, some of…

Managing young people with self-harming or suicidal behaviour.

PubMed

Fisher, Gemma

2016-02-01

This literature review aimed to determine the risk factors being used to identify children and young people who are at increased risk of engaging in self-harm and suicidal behaviour, so that optimal care can be provided for this patient group in children's medical ward settings. The two main themes that emerged were mental and neurodevelopmental disorders, and external factors. Management strategies to aid healthcare professionals in caring for this patient group were also identified. The review concludes by highlighting the need to provide healthcare professionals with continuing education about the mental health problems of children and young people, including risk factors and management strategies.

Bids for joint attention by parent-child dyads and by dyads of young peers in interaction.

PubMed

Ninio, Anat

2016-01-01

Before they are 3;0-3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the 'here-and-now'. We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives produced by parents to children, children to peers, and children to parents. Of 391 English-speaking parents, 88% generated attention-directives, mostly Look!, See!, and Watch! Of 15 children (2;10-3;7) engaging in dyadic peer-interaction, only 26% produced such utterances. By comparison, 62% of 268 children (1;2-3;3) addressed such directives to parents. Interaction with peers in young children does not involve joint attention to a shared environmental focus, although it does with parents. The reason may be pragmatic: shared attention in parent-child dyads is a means to get information or help; it may seem pointless for a child to address such directives to a peer.

Changing beliefs about leisure noise: using health promotion models to investigate young people's engagement with, and attitudes towards, hearing health.

PubMed

Gilliver, Megan; Beach, Elizabeth Francis; Williams, Warwick

2015-04-01

To investigate factors influencing young people's motivation to reduce their leisure noise exposure, and protect their hearing health. Questionnaires were conducted online to investigate young people's hearing health attitudes and behaviour. Items were developed using an integrated health promotion approach. The stage of change model was used to group participants in relation to their engagement with noise reduction behaviour. The health belief model was used to compare each group's perceptions of susceptibility and severity of hearing loss, as well as the benefits and barriers to noise reduction. Results are presented for 1196 young Australians aged between 18 and 35 years. Participants' engagement with noise reduction behaviour was used to assign them to stage of change groupings: Maintenance (11%), Action (28%), Contemplation (14%), or Pre-contemplation (43%). Each group's responses to health belief model items highlighted key differences across the different stages of engagement. Future hearing health promotion may benefit from tailoring intervention activities to best suit the stage of change of individuals. Different information may be useful at each stage to best support and motivate young people to look after their hearing health.

Characteristics of young children exposed to violence: the safe start demonstration project.

PubMed

Kaufman, Joy S; Ortega, Sandra; Schewe, Paul A; Kracke, Kristen

2011-07-01

The Safe Start demonstration projects, funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) under the first phase of the Safe Start initiative, are primarily designed to influence change at the systems or macrolevels to reduce the incidence of and impact of exposure to violence for children aged birth to 6 years; direct services are also provided to young children and their families who were exposed to violence. The data presented in this article come from 10 communities that submitted data regarding the characteristics of young children exposed to violence to OJJDP. These data represent families who are typically not represented in the databases of state child protective services programs but instead have been identified by domestic violence advocates, early care and education providers, family members, court personnel, police, and other social service personnel as families with young children in need of intervention due to violence exposure.The purpose of this article is to describe the characteristics of young children and their parents who seek help for psychosocial problems related to exposure to family and community violence. Results indicate that one quarter of the children and nearly half of their parents evidenced clinical levels of stress, suggesting the need to intervene at the family level as well as at the individual level when working with young children exposed to violence. The information presented, including the extent of exposure to violence, the multiple types of violence to which children are exposed, the impact of this exposure on young children and their families, and the multiple ways in which families exposed to violence come to the attention of service providers is useful for policy makers and service providers who are interested in breaking the cycle of violence by meeting the needs of the children exposed to violence and their families.

Effects of War, Terrorism and Armed Conflict on Young Children: A Systematic Review.

PubMed

Slone, Michelle; Mann, Shiri

2016-12-01

Millions of children have been maimed, displaced, orphaned and killed in modern warfare that targets civilian populations. Several reviews have documented the impact of political trauma on children's mental health but none has focused specifically on young children (ages 0-6). Since developmental factors influence the young child's perception and experience of traumatic events, this developmental period is characterized by a unique spectrum of responses to political trauma. This systematic review, comprising 35 studies that included a total of 4365 young children, examined the effects of exposure to war, conflict and terrorism on young children and the influence of parental factors on these effects. Results showed that effects include PTSD and post-traumatic stress symptoms, behavioral and emotional symptoms, sleep problems, disturbed play, and psychosomatic symptoms. Correlations emerged between parental and children's psychopathology and, additionally, family environment and parental functioning emerged as moderators of the exposure-outcome association for children.

A comparison of two approaches for representing AAC vocabulary for young children.

PubMed

Worah, Smita; McNaughton, David; Light, Janice; Benedek-Wood, Elizabeth

2015-01-01

Young children with complex communication needs often experience difficulty in using currently available graphic symbol systems as a method of augmentative and alternative communication (AAC). Information on young children's performance with graphic representations based on this population's conceptualizations of these vocabulary items may assist in the development of more effective AAC systems. This study developed Developmentally Appropriate Symbols (DAS) for 10 early emerging vocabulary concepts using procedures designed to address both conceptual and appeal issues for graphic representations for young children. Using a post-test only, between-subjects comparison group design, 40 typically-developing 2.5-3.5-year-old children were randomly assigned to receive a brief training in either of two different types of graphic symbol sets: (a) DAS or (b) Picture Communication Symbols (PCS), a, commercially available graphic symbol system. Results of a two sample independent t-test provide evidence that children in the DAS condition correctly identified more symbols than children trained with the PCS symbols. There was no evidence of a preference between the symbol sets. The results provide support for careful consideration of children's use and understanding of language in developing AAC systems for young children.

Engaging Young Students in Scientific Investigations: Prompting for Meaningful Reflection

ERIC Educational Resources Information Center

Wilson, Travis; Perry, Michelle; Anderson, Carolyn J.; Grosshandler, Dean

2012-01-01

This study examined the verbal prompts a tutor used to promote reflection and young students' responses to these prompts. Seven children (ages 8-12) participated in 260 min of one-on-one tutoring to learn scientific concepts related to gear movement; the tutor spontaneously provided these students with 763 prompts for reflection. Prompts reliably…

Scriptural Engagement, Communication with God, and Moral Behavior among Children

ERIC Educational Resources Information Center