Approach In Children Research Articles

Alternative Caries Management Approaches in Children

Alternative Caries Management Approaches in Children

Le Roux v Dey and Children's Rights Approaches to Judging

The South African jurisprudence on the rights of children is vibrant and generally progressive, and is supported by an enabling constitutional and statutory framework. The majority decision in Le Roux v Dey 2011 3 SA 274 (CC), however, ignores the rights of children, and this is in stark contrast to some of the minority judgments in the same case. This contrast is surprising, considering that all of the judges applied the same legal framework. With reference to an emerging interest in defining children's rights approaches to judging, this article critically analyses the majority and minority judgments, and establishes their vulnerabilities and strengths as children's rights judgments. In the process, suggestions are made in relation to defining a children's rights approach to judging.

Teacher's Supporting Behavior in Kindergarten Painting Teaching — Based on the Perspective of Children's Approaches to Learning

Teacher's Supporting Behavior in Kindergarten Painting Teaching — Based on the Perspective of Children's Approaches to Learning

Government role in development of child-friendly city based on traditional games

The purpose of this study is to synergize and integrate theoretical-conceptual with the development of a child-friendly city (CFC) related to the community, local elites and the government of Kendari city. It is also intended to explore the values that exist in children's traditional games in the area of Kendari city with the empirical reality that occurs during the process of urban development. This research is descriptive qualitative. Data collection technique used in-depth interviews and field observations. The results show that children's traditional games in Kendari city today tend to experience a shift towards modern games based on computer and television technology. This condition affects the behavior and character of children. Children easily give up, unable to cooperate, difficult to interact with the environment are some negative impact of the modern games. Support and cooperation from various parties are needed to overcome this problem. Development of CFC is a government priority program. The CFC provides guarantees for the fulfillment of the children rights. To realize a CFC, the government should prepare the children's creative space, cooperate with the relevant parties, and form a task force for CFC. The results of the research can be used as a recommendation in the form of regulations and policies of Kendari city government toward the development of CFC through children's traditional games approach.

Comparison of Quality and Output of Different Optimal Perimetric Testing Approaches in Children With Glaucoma

There is limited evidence to support the development of guidance for visual field testing in children with glaucoma. To compare different static and combined static/kinetic perimetry approaches in children with glaucoma. Cross-sectional, observational study recruiting children prospectively between May 2013 and June 2015 at 2 tertiary specialist pediatric ophthalmology centers in London, England (Moorfields Eye Hospital and Great Ormond Street Hospital). The study included 65 children aged 5 to 15 years with glaucoma (108 affected eyes). A comparison of test quality and outcomes for static and combined static/kinetic techniques, with respect to ability to quantify glaucomatous loss. Children performed perimetric assessments using Humphrey static (Swedish Interactive Thresholding Algorithm 24-2 FAST) and Octopus combined static tendency-oriented perimetry/kinetic perimetry (isopter V4e, III4e, or I4e) in a single sitting, using standardized clinical protocols, administered by a single examiner. Information was collected about test duration, completion, and quality (using automated reliability indices and our qualitative Examiner-Based Assessment of Reliability score). Perimetry outputs were scored using the Aulhorn and Karmeyer classification. One affected eye in 19 participants was retested with Swedish Interactive Thresholding Algorithm 24-2 FAST and 24-2 standard algorithms. Sixty-five children (33 girls [50.8%]), with a median age of 12 years (interquartile range, 9-14 years), were tested. Test quality (Examiner-Based Assessment of Reliability score) improved with increasing age for both Humphrey and Octopus strategies and were equivalent in children older than 10 years (McNemar test, χ2 = 0.33; P = .56), but better-quality tests with Humphrey perimetry were achieved in younger children (McNemar test, χ2 = 4.0; P = .05). Octopus and Humphrey static MD values worse than or equal to -6 dB showed disagreement (Bland-Altman, mean difference, -0.70; limit of agreement, -7.74 to 6.35) but were comparable when greater than this threshold (mean difference, -0.03; limit of agreement, -2.33 to 2.27). Visual field classification scores for static perimetry tests showed substantial agreement (linearly weighted κ, 0.79; 95% CI, 0.65-0.93), although 25 of 80 (31%) were graded with a more severe defect for Octopus static perimetry. Of the 7 severe cases of visual field loss (grade 5), 5 had lower kinetic than static classification scores. A simple static perimetry approach potentially yields high-quality results in children younger than 10 years. For children older than 10 years, without penalizing quality, the addition of kinetic perimetry enabled measurement of far-peripheral sensitivity, which is particularly useful in children with severe visual field restriction.

“In Kindy You Don’t Get Taught”: Continuity and Change as Children Start School

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, with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood, which emphasizes children's capabilities and agency. This paper explores young Australian children's perceptions of school and learning, as expressed through drawings and conversations about school. Data from children in preschools and the early years of school highlight children's expectations and experiences of school, including the importance of play, friendships, children's dispositions, and academic expectations of school and teachers. Drawing on previous research that notes the long term importance of children's attitudes and approaches, as well as their sense of belonging and identity, at the start of school, this paper has implications for adults engaging with children as they make the transition to school.

Examining the Role of Trust in Shaping Children's Approaches to Peer Dialogue

Background/Context Research reveals that peer dialogue can contribute to improved cognitive ability and reasoning, increased tolerance for difference, and appreciation for talk as a means of problem solving. When invited to participate in such dialogue, however, not all children do, and often, degrees of engagement reflect demographic patterns. Purpose The researchers sought to understand what shapes students’ decisions about if and how to engage in peer dialogue. Research Design This exploratory study examined children's approaches to a deliberative dialogue session with their peers in which they were tasked with reaching consensus about how to spend money allotted for playground equipment. Data Collection and Analysis Data included interview transcripts from conversations held with 18 children (aged 9–11) prior to their participation in the session. Transcripts underwent an iterative process of inductive and deductive coding. Findings/Results The authors detail several differing goals children held as they prepared for dialogue and explain how those goals shaped the roles they intended to assume. They then explore children's assessments of their peers’ trustworthiness—a powerful indicator of if and how they would participate. Conclusions/Recommendations The authors discuss avenues for further research and suggest that given the critical role of trust in children's approaches to dialogue, educators should take seriously the responsibility of creating spaces in which all children feel they can take the risks necessary to learn.

Interaktif dalam Pembelajaran IPS

Interactive learning is often known as the child's question approach. This model is designed so that students will ask questions and then find answers to their own questions. Stages in the interactive learning model consist of early knowledge preparation, exploration activities, student questions, inquiry, final knowledge and reflection. Teachers in this interactive learning process can develop effective inquiring techniques or engage in creative dialogue by asking questions to students. The nature of the question can reveal something or have inquiry properties, so through the questions asked, students are developed in their ability to think creatively of facing event.

Psychosocial Needs and Facilitators of Mothers Caring for Children with Duchenne/Becker Muscular Dystrophy.

Care guidelines for Duchenne/Becker muscular dystrophy (DBMD) include recommendations for assessment of caregivers of patients with DBMD followed by proactive psychosocial interventions. To inform clinical assessment, this study described appraisals of psychosocial needs and caregiving facilitators of mothers of individuals with DBMD. Two hundred and five mothers completed an online survey. More than 50% endorsed unmet needs for managing uncertainty about the future and managing DBMD fears. Higher levels of unmet need were associated with less disease progression/earlier stage of DBMD (rho=-0.166 p=0.02). Twenty-one percent regularly used respite care and 57% worried about allowing others to care for their child. Highly-endorsed care facilitators included partner relationships (63%), child's approach to life (59%), and family relationships (49%). Our findings highlight the importance of psychological and social support for caregivers. Starting when children are young, clinicians should assess caregivers' unmet psychological needs, particularly uncertainty and fear. Exploring needs and facilitators may allow clinics to target and customize interventions that build upon existing strengths and supports. Our findings have implications for efforts to promote early diagnosis and newborn screening, in that increased needs in mothers of younger children should be anticipated and built into counseling. Further research can assess whether and how unmet needs change as new therapies become available.

The Longitudinal Associations Among Temperament, Parenting, and Turkish Children's Prosocial Behaviors.

In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (Mage =49months; 48.12% females) were followed up for 3years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity.

Nursing judgement and decision-making using the Sedation Withdrawal Score (SWS) in children.

The aim of the study was to evaluate registered children's nurses' approaches to the assessment and management of withdrawal syndrome in children. Assessment of withdrawal syndrome is undertaken following critical illness when the child's condition may be unstable with competing differential diagnoses. Assessment tools aim to standardize and improve recognition of withdrawal syndrome. Making the right decisions in complex clinical situations requires a degree of mental effort and it is not known how nurses make decisions when undertaking withdrawal assessments. Cognitive interviews with clinical vignettes. Interviews were undertaken with 12 nurses to explore the cognitive processes they used when assessing children using the Sedation Withdrawal Score (SWS) tool. Interviews took place in Autumn 2013. Each stage of decision-making-noticing, interpreting and responding-presented cognitive challenges for nurses. When defining withdrawal behaviours nurses tended to blur the boundaries between Sedation Withdrawal Score signs. Challenges in interpreting behaviours arose from not knowing if the patient's behaviour was a result of withdrawal or other co-morbidities. Nurses gave a range of diagnoses when interpreting the vignettes, despite being provided with identical information. Treatment responses corresponded to definite withdrawal diagnoses, but varied when nurses were unsure of the diagnosis. Cognitive interviews with vignettes provided insight into nurses' judgement and decision-making. The SWS does not standardize the assessment of withdrawal due to the complexity of the context where assessments take place and the difficulties of determining the cause of equivocal behaviours in children recovering from critical illness.

Theory of mind, affective empathy, and persuasive strategies in school‐aged children

AbstractUnderstanding that other people hold different mental states and that they may be changed is the core of persuasion. Thus, theory of mind (ToM) abilities are fundamental to generate persuasive arguments. To date, only the relation between false belief and false belief‐emotion understanding and persuasion has been investigated, ignoring other advanced aspects of ToM. Moreover, the role of affective empathy in the engagement of persuasion strategies remains unknown. The aim of this study was to overcome such limitations. Elementary children (N = 142) were enrolled. An advanced ToM test, measures of affective empathy and verbal ability, and an assessment of persuasion, differentiated in self‐oriented and hetero‐oriented strategies, were administered to children. Results show that only ToM is a significant predictor of children's persuasive approach, after controlling for gender, age, and verbal ability. Affective empathy has a very marginal role in interaction with ToM only in the engagement of self‐oriented strategies. Limitations of the study and educational implications in school contexts are discussed.Highlights The present study investigates the link between persuasive behaviour, affective empathy and theory of mind. Through a cross-sectionial study, we find that mind reading abilities and affective empathy are linked to persuasive tactics as the result of a negation process. The adoption of more advanced persuasive strategies may promote positive social relationships and help to resolve conflicting interactions.

Classroom quality and Chinese preschool Children's approaches to learning

Using a large and representative sample of 1882 children from 60 preschools in China, this study examined how classroom quality was associated with preschool children's approaches to learning. Certified observers rated classroom quality using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) according to three domains: emotional support, classroom organization, and instructional support. Furthermore, the Preschool Learning Behavior Scale (PLBS; McDermott, Rikoon, Waterman, & Fantuzzo, 2012) was used to measure the children's approaches to learning through three dimensions: competence motivation (CM), learning strategy (LS), and attention/persistence (AP). Hierarchical linear modeling results showed that after controlling for the children's gender, sibling status, and family socioeconomic status, emotional support had positive relationship with their LS and AP. Classroom organization had negative relationship with children's LS and AP. No relationship was found between classroom quality and CM. Our findings highlight the importance of enhancing classroom quality to foster children's positive learning behavior in preschool classrooms.

The Results of Hemivertebra Resection by the Posterior Approach in Children with a Mean Follow-Up of Five Years.

Aim To evaluate the radiologic and clinical results of patients who underwent deformity correction and stabilization for congenital spinal deformities using pedicle screws after hemivertebra resection. Material and Method Nine patients, mean age 9.2, who underwent posterior hemivertebrectomy and transpedicular fixation for congenital spinal deformity and had longer than five years of follow-up were evaluated retrospectively. The hemivertebrae were located in the thoracic region in 4 patients and thoracolumbar transition region in 5 patients. The patients were evaluated radiologically and clinically in the postoperative period. Results Mean length of follow-up was 64.2 months. The mean operating time was 292 minutes. The mean blood loss was 236 mL. The average hospitalization time was 7 days. The amount of correction on the coronal planes was measured as 31%. The mean segmental kyphosis angle was 45.7 degrees preoperatively and it was measured 2.7 degrees in the follow-up period. There were no statistically significant differences between the early postoperative period and final follow-up X-rays with respect to coronal and sagittal plane deformities. Conclusion The ability to obtain a sufficient and balanced correction in the cases accompanied by long compensator curvatures that have a structural character in hemivertebra may require longer fusion levels.

THE EFFECTS OF HEAD START DURATION ON THE BEHAVIORAL COMPETENCE OF SOCIALLY DISADVANTAGED CHILDREN

This study examined the influence of Head Start duration on teacher‐reported children's approaches to learning, behavioral problems, and cooperative classroom behaviors at the end of kindergarten. Propensity score matching was used to create comparable samples of children who experienced different durations of Head Start. Analysis of the Head Start Family and Child Experiences Survey showed that children who attended 2 years of Head Start showed a higher level of approaches to learning (effect size [ES] = .53), cooperative classroom behaviors (ES = .35), and fewer problematic behaviors (ES = ‐.43) in kindergarten. The effects of 2 years of attendance of Head Start were most prominent for children raised in families with high‐risk factors and for Black children, particularly with improvement in approaches to learning. This finding supports the argument that a longer exposure from an earlier age to a preschool program may contribute to improving school readiness for children from economically disadvantaged families.

Assessment of children's nutritional attitudes before oral food challenges to identify patients at risk of food reintroduction failure: a prospective study.

Inappropriate dietary eliminations may impair quality of life, affect children's growth and unnecessarily impact on healthcare costs. Previous retrospective studies reported that around 25% of children continue a food-avoidance diet despite a negative oral food challenge (OFC). A definite pattern has not been found yet for patients not reintroducing the food. This study aimed to examine the role of child's nutritional attitudes and maternal anxiety in reintroducing food after a negative OFC. A prospective study was conducted involving 81 mothers of children with IgE-mediated food allergy. They completed a survey on nutritional behaviour and attitudes and the State-Trait Anxiety Inventory on the day of OFC and 6months later. In total, 11.1% of children never or rarely ate the food after a negative OFC. Consumption of the reintroduced food is positively correlated to child's interest in tasting new foods before and after OFC and to changes in child's nutritional habits after OFC. It is negatively correlated to monotony of the diet after OFC. No correlations were found with other participants' characteristics or maternal anxiety. State anxiety significantly decreased after the OFC. A correlation was found between trait and state anxiety and the degree of change in nutritional habits after OFC. Evaluating child's approach towards food before the OFC is a promising approach to identify patients at risk of food reintroduction failure. Furthermore, it underlined the importance of reassessing food consumption in all patients after a negative OFC and supporting patients in the reintroduction of food.

A educação infantil na Base Nacional Comum Curricular: pressupostos e interfaces com a Educação Física

http://dx.doi.org/10.5007/2175-8042.2016v28n48p130Este artigo tem como objetivos discutir a organização da Educação Infantil na Base Nacional Curricular Comum (BNCC), focalizando as permanências e os avanços em relação aos documentos que a precederam, e analisar a presença da Educação Física na Educação Infantil a partir dos pressupostos que orientam a Base, em interface com pesquisas sobre experiências pedagógicas com essa área do conhecimento. Para tanto, realiza uma análise documental-bibliográfica, tomando como fontes a BNCC, o Referencial Curricular Nacional para a Educação Infantil, as Diretrizes Curriculares Nacionais para a Educação Infantil e produções acadêmico-científicas do campo da Educação Física que abordam a Educação Infantil. No processo de análise, estabelece categorias que permitem a interlocução entre as diferentes fontes utilizadas neste estudo. Os dados analisados oferecem indícios de que os pressupostos presentes na BNCC dialogam, não explicitamente, com os movimentos do componente curricular e com a produção acadêmico-científica da Educação Física na Educação Infantil.

Cognitive Orientation to daily Occupational Performance (CO-OP): A New Approach for Children with Cerebral Palsy

ABSTRACTAims: The results of a small single-case study series suggested that Cognitive Orientation to daily Occupational Performance (CO-OP) may be a successful approach for children with cerebral palsy (CP). Therefore a pilot randomized controlled trial was conducted with the following research questions—is CO-OP a feasible approach to use with children with CP, what are the effects of CO-OP when compared to usual practice, and is a larger study warranted? Methods: 18 children between age 7 and 12 (nine in CO-OP group and nine in Current Usual Practice Approach (CUPA) group) received ten 1-hour sessions of intervention on average once per week at home. Primary outcome measures were the Canadian Occupational Performance Measure and the Performance Quality Rating Scale (PQRS). PQRS assessors were blind to group allocation and timing of assessment. Results: All children in the CO-OP group were able to learn the strategies and achieve their chosen goals, thus demonstrating the feasibility of the approach. Both approaches equally promoted skill acquisition and skill maintenance at follow-up. Effect sizes suggest that CO-OP may show some advantage for transfer and maintenance. Conclusion: Based on these initial findings, further research is warranted.

Parent insights into atypicalities of social approach behaviour in Williams syndrome.

Individuals with Williams syndrome have been reported to show high levels of social interest and a desire to interact with others irrespective of their familiarity. This high social motivation, when combined with reduced intellectual capacity and a profile of atypical social behaviour, is important in terms of social vulnerability of individuals with the disorder. Therefore, social approach to unfamiliar people and the role of this behaviour within the Williams syndrome (WS) social phenotype warrant further research to inform social skills' intervention design. The current study used parent interviews (n = 21) to probe aspects of social behaviour and interactions with strangers, as well as the impact of such behaviour on the family. Using thematic analysis, it was possible to explore themes that emerged from the interviews, offering qualitatively rich insight into the variability of social approach behaviour in WS. Thematic analysis confirmed a significant desire to interact with strangers as well as a lack of awareness of appropriate social boundaries. However, parental reports about their child's social approach behaviour varied considerably. The within-syndrome variability of the sample was emphasised in parental reports of their child's personality characteristics (e.g. levels of impulsiveness), as well as the level of parental supervision employed. These in-depth parent insights can help target the needs of individuals with WS and emphasise that an individual approach to intervention will be essential because of the heterogeneity of the WS social profile.

Associations between Parental Concerns about Preschoolers' Weight and Eating and Parental Feeding Practices: Results from Analyses of the Child Eating Behavior Questionnaire, the Child Feeding Questionnaire, and the Lifestyle Behavior Checklist.

IntroductionInsight into parents’ perceptions of their children’s eating behaviors is crucial for the development of successful childhood obesity programs. However, links between children’s eating behaviors and parental feeding practices and concerns have yet to be established. This study aims to examine associations between parental perceptions of preschoolers’ eating behaviors and parental feeding practices. First, it tests the original 8-factor structure of the Child Eating Behavior Questionnaire (CEBQ). Second, it examines the associations with parental feeding practices, measured with the Child Feeding Questionnaire (CFQ).Materials and MethodsQuestionnaires were sent to parents from 25 schools/preschools in Stockholm, Sweden and to parents starting a childhood obesity intervention. The CEBQ factor structure was tested with confirmatory factor analysis (CFA). Associations between CEBQ subscales Food approach and Food avoidance and CFQ factors Restriction, Pressure to eat and Monitoring were examined with structural equation modelling (SEM), adjusting for child and parental characteristics, and parental confidence, measured with the Lifestyle Behavior Checklist (LBC). CFQ Concern for child weight and Perceived responsibility for child eating were used as mediators.Results478 parents completed the questionnaires (children: 52% girls, mean age 5.5 years, 20% overweight/obese). A modified 8-factor structure showed an acceptable fit (TLI = 0.91, CFI = 0.92, RMSEA = 0.05 and SRMR = 0.06) after dropping one item and allowing three pairs of error terms to correlate. The SEM model demonstrated that Food approach had a weak direct effect on Restriction, but a moderate (β = 0.30) indirect effect via Concern, resulting in a substantial total effect (β = 0.37). Food avoidance had a strong positive effect on Pressure to eat (β = 0.71).DiscussionThe CEBQ is a valid instrument for assessing parental perceptions of preschoolers’ eating behaviors. Parental pressure to eat was strongly associated with children’s food avoidance. Parental restriction, however, was more strongly associated with parents’ concerns about their children’s weights than with children’s food approach. This suggests that childhood obesity interventions should address parents’ perceptions of healthy weight alongside perceptions of healthy eating.