Child Development Education Research Articles

Integration of Blogging and Children’s Television: Issues and Perspectives

The issue of integrating blogging practices into children’s television programs is considered as one of the factors for popularizing the latter among the younger generation. It is noted that children prefer entertaining online resources. It is shown that parents are concerned about their children’s immersion in the virtual sphere, the difficulty of controlling the information received, and the influence of popular bloggers on shaping children’s worldview. It is pointed out that resources for children under 13 are widely available on the Internet and television, while there are no such specialized resources for teenagers, particularly on central television. Meanwhile, the government has adopted a program document for the development of education for children and adolescents, in which a television channel for the latter could provide certain assistance. The author of the article proposes a working concept for a children’s television channel for teenagers, which integrates blogging practices. It is concluded that the synthesis of educational, developmental, and entertainment functions, involving child bloggers and the target audience in program development and hosting, organizing active feedback with the audience, and other factors will contribute to the channel’s success, provided there is government interest.

Beraksi Learning Model : Improving Early Childhood Education Development Outcomes in Bulukumba District

Early Childhood Development is very important to shape the character, intelligence, and social skills of children that will have a significant impact on their future. The main objective of this study was to measure the effectiveness of the implementation of the BERAKSI model (playing, creative, discussing and cheerful) on aspects of child development, and to identify factors that support or inhibit the implementation of the model. The research design used a quasi-experimental approach with control and experimental groups. This study was conducted in several Early Childhood Education (ECE) in Bulukumba Regency, where the experimental class implemented the BERAKSI model, while the control class used conventional learning methods. Data collection methods included observation, interviews with teachers, and pre-tests and post-tests to measure child development before and after the implementation of the model. Statistical tests were used to analyze significant differences between the two groups. The results showed that the BERAKSI model significantly improved aspects of child development compared to conventional methods. The average growth value in the experimental group was 62.49 higher, compared to the conventional method of 44.17. This shows the effectiveness of this model in supporting overall child development. Therefore, this study explains that the BERAKSI model is effective in optimizing aspects of child growth and development in early childhood education. This model can also be adopted more widely in ECE in Indonesia. The implications of this study are the need for further training for ECE teachers to implement the BERAKSI model effectively, as well as support from the government and the community to facilitate the implementation of this model.

Influence Factors, Impact and Interventions for Speech Delay and Language Delay in Early Childhood : Systematic Review

Speech delay occurs when a child is unable to produce words correctly or fluently. Whereas language delay occurs when the child has difficulty in understanding what others are saying or difficulty in conveying information and thoughts. Speech delay and language delay allow children to experience several adverse effects such as developmental delays, decreased cognitive, social and emotional abilities, and risk of having poor health status. The literature search used two databases, Scopus and Scholar. Only studies describing influencing factors and interventions on speech and language delay were included. The results of this systematic review suggest that factors influencing the occurrence of speech and language delay in children, generally occur due to the influence of family factors with a history of speech delay and language delay, and gender factors. As well as, interventions that parents and prospective parents can do to avoid the occurrence of speech and language delays in children include, among others, conducting early examinations or early stage early identification to assess child growth, increasing maternal knowledge related to child development education, involving children in reading and activities together, and it is advisable for mothers to conduct routine examinations during pregnancy.

Система дополнительного образования Лескенского района Кабардино-Балкарии: страницы истории и пути развития (Из опыта работы МКУ ДО «Дом детского творчества» Лескенского района КБР)

The article substantiates the relevance of the development of additional education for children in rural areas; presents a brief history of the formation and analysis of the current situation in the field of additional education for children in the Leskensky municipal district of the Kabardino-Balkarian Republic; it identifies the importance of additional education in the professional self-determination of youth; the pivot table shows the main achievements of children and the number of participants in competitions at various levels. As a result of the research, some promising directions for the development of additional education at the municipal level have been identified.

The role of parenting- and employment-related variables on fathers' involvement in their children's education.

Parent involvement strongly correlates with children's educational attainment. Sociocultural shifts in parenting roles and shared responsibilities have driven an increase in the need for involvement of fathers in activities to support their children's educational development. Several factors are thought to influence father involvement in children's education; however, the most salient factors remain unclear. To examine which variables correlate with father involvement in their children's education using a combination of demographic, parent-related and employment-related variance. A total of 166 fathers of at least one child aged 6-17 years and residing across five industrialized Western countries participated in an online survey. Hierarchical multiple regression analysis (HMRA) was performed to examine the total and incremental variance using regression models including demographic, parenting- and employment-related variables linked to educational involvement. The variables included in the current study could explain a large and statistically significant 34% of the variability in fathers' educational involvement. Of these variables, only four were statistically significant in the final model. Specifically, fathers were more likely to be engaged in their children's education when their children were younger, and when parent self-efficacy, positive work-to-family interface and financial anxiety were high. The study's findings indicate that a positive work environment can help fathers better support their children's education, offering a new focus for future interventions and policies. This includes those focused on targeting work-related constructs to optimize family functioning.

Constraints, Contradictions and Challenges regarding Cooperation of Parents during COVID-19: A Social Capital Perspective

Abstract Introduction: When calamity hits humanity in the form of natural disasters, they appear unannounced. The same applies to the recent destructive and disruptive Covid-19 pandemic. During the early days of this pandemic, life activities were halted abruptly. Global education systems were not spared - most institutions were caught napping and forced to close. The educational development of children was adversely affected by the hard lockdown and stringent restrictions that followed the outbreak of the pandemic. The role that parents had to play in the education of their children needed to evolve to meet the new demands. Methods: The researchers approached this study from a qualitative interpretivist philosophical stance to interview principals, teachers, and parents. In addition, this paper was located within Coleman’s social capital theory. Results: Amongst the key findings that emerged from the study were serious challenges regarding parents’ cooperation during the Covid-19 pandemic, namely, communication challenges between the school and home, increased learner absenteeism, and failure by learners to do schoolwork. Finally, the study also found that some parents were disinterested and disengaged from the schools. This study is significant because it provides epistemological insights and understanding of the challenges schools experienced during the Covid-19 pandemic. Discussion: Without exception, all participants felt strongly that the involvement of parents in a child’s education during a pandemic such as Covid-19 is significant. According to Durisic and Bunijevac (2017), the more actively parents are involved in their children's learning, the more benefits are achieved. In contrast, there often seems to be little to no collaboration between the school and the home in ensuring that their common goal of seeing the child succeed is achieved. This is in harmony with the findings of Porumbu and Necsoi (2013) who intimate that, sometimes, parents may feel like they are doing everything to help their children, but due to lack of communication between the parents and the school, the school may feel as though involvement is lacking. Limitations: The study was limited to only three schools and only nine participants were subjected to semi-structured interviews. Conclusions: The study provided epistemological insights regarding the cooperation and involvement of parents during the trying circumstances of the Covid-19 pandemic. This study provided the findings which are critical for theory, practice and policy to the education systems regarding future disasters.

Spiritual parenting for the community of Tanjung Dayang Selatan Village, Ogan Ilir Regency

The laws on child protection and the national education system outline the roles and responsibilities of parents towards their children. However, the reality in Indonesia, particularly in rural areas, reveals that many parents still neglect their children's education and spiritual development, leading to high rates of school dropout and moral decline among children. The objective of community service program is to impart an understanding of Islamic spiritual parenting concepts to the target audience, enabling its application within the community. This community service initiative comprises three main agendas: pre-test, socialization or counseling sessions on family sociology and spiritual parenting, and post-test evaluations. The results of the activity demonstrated a 33% increase in participants' knowledge after engaging in spiritual parenting discussions.

Examining Child Labour in Stone Quarrying in the GA West Municipality, Ghana

ABSTRACTChild labour is a complex social problem worldwide, affecting the physical, moral and educational development of children. A cross sectional quantitative survey research design was used to assess child labour in quarrying activities of the Ga West Municipality, Ghana. The municipality was selected due to evidence in literature of children engaging in quarrying activities. The study examined child labour occurrence and intensity, the working condition of child labourers in the stone quarries; factors influencing child labour in quarrying activities; and the impact of quarrying activities on children. Data which were analysed using probit model and descriptive statistics indicated a negative effect of stone quarry activity on the development, growth and education of the child. Significant influencers were poverty, attitude and poor perception of parents, broken homes, traditional belief systems and migration. The study recommends offering educational support, grants and essential resources to vulnerable households in order to ensure that children remain in school.

Controlling Screen Time for Children

In today's digital age, children's screen time is a growing concern. This project aims to develop a user-friendly solution for parents to manage and monitor their children's screen time effectively. The system offers personalized recommendations, a time banking system, real-time monitoring, and a user-friendly interface. The goal is to empower parents, foster healthier screen time habits, and ensure children's well-being, education, and social development in an increasingly digital world. The solution recognizes each child's uniqueness and promotes responsible screen time usage through dynamic recommendations. It seeks to strike a balance between technology's benefits and drawbacks. By fostering transparency and an intuitive user experience, this project equips families with a potent tool for navigating screen time challenges and promoting a balanced approach to technology use.

Chinese Male Kindergarten Teachers: Factors Affecting Job Satisfaction and Organisational Commitment

In early childhood education there is an increasing focus on the issues related to male kindergarten teachers. The shortage of men entering the teaching profession, the high turnover rate, and social marginalisation pose a challenge to the recruitment and retention of male kindergarten teachers. Furthermore, an imbalance in the ratio of men and women in early childhood education can also have an impact on children's educational development, as male teachers are also seen to be beneficial to children's ongoing development. This quantitative study explores the factors affecting Chinese male kindergarten teachers' job satisfaction and organisational commitment. The results show that six influencing factors positively impact job satisfaction: public attitude, pay satisfaction, work pressure, interpersonal relationships, promotion and professional development, and physical work environment. Also, there is a positive relationship between job satisfaction and organisational commitment. There are implications for recruiting and retaining male kindergarten teachers, for early childhood education policymakers and training providers.

Early cochlear implantation for children with single sided deafness

ObjectivesSingle-sided deafness (SSD) can have consequences for a child's language, educational, and social development. A cochlear implant (CI) is the only device which can restore true binaural hearing, yet they are only approved for children with (SSD) over the age of five in the United States. Reports on speech perception outcomes for children implanted at a younger age are limited. The present study aims to examine the effects of age at implantation, duration of deafness, hearing loss etiology, and presence of additional disabilities on device usage and speech perception outcomes. MethodsA retrospective chart review was used to examine demographics and speech perception outcomes for 18 children implanted at age five or younger. ResultsSpeech perception results were highly variable, with some children deriving significant benefit and others demonstrating no sound awareness through the implant alone. Age at implantation and duration of deafness did not have a clear impact on outcomes. Device usage was low in many children, often those with anatomical abnormalities such as a hypoplastic cochlear nerve. There are challenges to assessing speech perception in young children with SSD, leading to a lack of standardized outcome measures. ConclusionsEarly CI for children with SSD may improve speech perception, but benefit is not guaranteed. Candidacy evaluation should consider both medical and audiological factors, in addition to the degree of family support and realistic expectations. Caution is especially warranted in children with significant anatomical anomalies.

Making sense of policy development of inclusive education for children with disabilities in China

Inclusion is integral to the education policy in countries across the world. In China, inclusion has been reaffirmed in recent policies as a priority in enhancing educational quality for disabled children. However, the growing scale of special schools and the increasing number of students enrolled seem to convey a conflicting message with inclusion. This paper critically examines the policy development from 1987 to 2023 concerning education for disabled children in China to make clearer sense of China’s inclusion agenda. The analysis highlights a policy vision where special schools are seen as key resources to enhance inclusive provisions and will continue to grow in scale in the short term as they transform to be an integral and inter-connected part within the wider education system rather than segregated settings, while Learning in Regular Classrooms and inclusion remain a primary objective and rationale underpinning the educational development for disabled children. This means a broader understanding of special education/schools in China is needed. The Chinese government has forged and embraced a unique, if not controversial approach that is adapted to suit the local contexts. This may set an example for the global community to explore localised strategies for inclusion to enhance education for all.

Early Childhood Education and Development in Nepal: Status, Trends and Challenges

Early Childhood Education and Development (ECED) is considered as foundations of modern education system in Nepal. It's the preparedness of children for school in terms of their physical growth, mental capacities, and social adjustment. Over the last two decades, some notable achievements have been achieved beside low investment by the government in ECED sectors in Nepal. The average ECED gross enrollment rate have reached at 89.62 per cent and achieved attractive progress in gender (0.92) parity in ECED. However, community-based ECEDs in geographically remote area are running without basic requirements. An execution of Local Government Operation Act-2017 (LGRG) and School Education Sector Plan (2022-32) contributing to strengthen the ECED in Nepal. Inadequate investment, insufficient ECEDs, absence of skilled and permanent ECED facilitator, dissimilarities between ECEDs, lack of friendlier infrastructure, complexities to implement bilingual curriculum, inaccessible and unaffordable education system, existence of dual education system, and structural discriminations are still observed as unsolved issues. This paper tries to review the status, trends and challenges associated to Early Childhood Education Development in Nepal.

The Relationship Between Effects of Extrinsic Motivation and Intrinsic Motivation in Children's Educational Development

Education stands as a globally paramount subject, a cornerstone of human development and progress. In an increasingly competitive world, parents often grapple with how to instill a genuine love for learning in their children. The notion of extrinsic and intrinsic motivation in childrens educational development presents a compelling avenue for exploration. its essential to delve into the intricate interplay between these two types of motivation, shedding light on their effects and implications. As parents and educators navigate the realm of childrens education, a nuanced understanding of motivation is paramount. Extrinsic motivation, with its assortment of verbal and tangible rewards, can be a potent tool to catalyze learning engagement. However, the potential risks of dampening intrinsic motivation must be approached with caution. Striking a balance between extrinsic incentives and the inherent joy of learning is crucial for nurturing well-rounded, intrinsically motivated learners. The intricate interplay between extrinsic and intrinsic motivation underscores the need for a holistic approachone that encourages a genuine passion for knowledge while harnessing the positive aspects of rewards. In the pursuit of optimal educational development, acknowledging and harmonizing these motivational dynamics is an essential step toward fostering lifelong learners poised for success in an ever-evolving world.

Cost Benefit Analysis of Village Fund Management for Improving Education in Sukomulyo Village, Jombang Regency

This research aims to analyze the use of village funds to improve children's education and reading parks in Sukomulyo Village, Jombang Regency. The collection technique involves collecting existing documents in the village and interviews. After the data is collected, interactive analysis is carried out to test the validity of the data and discuss the data with the theory used. The research results show that the village fund program in Sukomulyo Village has been used to build facilities and infrastructure for Early Childhood Education, Kindergarten, and Reading Park buildings. Second, developing children's education facilities and infrastructure has involved all village officials, the community, religious leaders, and other stakeholders from planning to accountability. Third, the cost and benefit analysis results show that all stakeholders agree that the benefits of the children's education development program are higher than the losses. The implication is that the Sukomulyo village government is obliged to prioritize education programs funded by village funds every year so that children's education interests become a priority program.

Child development education in the Neonatal Unit: Understanding parent developmental literacy needs, priorities and preferences

ObjectiveTo describe child development knowledge needs, priorities, and preferences for education to enhance developmental literacy among parents with children admitted to the neonatal unit (NNU). MethodsTwo separate cohorts completed a survey; 1) Parents with children graduated from Australian NNUs (n = 316); 2) Parents with infants’ inpatient at two South Australian NNUs (n = 209). ResultsParents considered it extremely important to understand child development (Graduates: 80%; Inpatients: 71%). Inpatient parents reported lower child development knowledge. Almost half (42%) of graduate parents described the child development education provided by neonatal staff as poor or inadequate. There was consistency in preferences for developmental literacy education provision. Parents desired education to commence during NNU and continue post discharge. Priorities included content specific to preterm birth and how to support child development over the first two years of life. Individualised education by a Neonatal Nurse/Midwife was most preferred. ConclusionMothers and fathers value guidance to support their child’s development during NNU admission and early childhood. Our study highlights the importance of improved early developmental literacy education for parents with children admitted to the neonatal unit. Practice implicationsOur findings can be used to inform the creation of future educational resources targeting improved parent developmental literacy.

Governing early childhood education and care quality development among diverse private ECEC providers in Norway

ABSTRACT This article sheds light on governance mechanisms at work when decentralised implementation of national educational and welfare policies encounters a heterogeneous sector of private service provider organisations. It illuminates how isomorphic pressure plays out at the interface between local governance and private providers’ organisational strategies for quality development in early childhood education and care (ECEC). Key informant interviews are employed to investigate the function of local non-mandatory quality and competence-developing networks (QCDNs) as a locus for these interactions. Findings indicate that QCDNs contribute to shaping private ECEC providers’ quality development efforts, and that coercive, normative, and mimetic isomorphic pressures become intertwined in this process. Most private provider organisations choose to participate in these non-mandatory networks. However, ECEC corporations and small private providers assign different meanings to their participation, and the networks thus appear to spur different organisational strategies. While small private providers harmoniously align their ECEC quality development strategies with institutionalised municipal practice, the provider corporations, while in formal compliance, exploit the resulting inter-municipal variation as one argument among many for more stringent national governmental standardisation. We demonstrate how isomorphic pressure may create and enable an impetus for endogenous and gradual institutional change agency.

Peran Lingkungan Keluarga dalam Perkembangan Kognitif Anak di SD Negeri 160 Palembang

This research is related to the role of the family environment in the cognitive development of children at Public Elementary School 160 in Palembang. The type of research is qualitative with a descriptive approach. The data collection methods used include interviews, observations, documentation, and discussions. Data analysis techniques involve data collection, data presentation, and data verification. Based on the analysis, it was found that the role of the family environment in supporting children's educational development has been well executed. The family plays the primary role as the first environment where children grow and learn, and it has a significant influence on shaping children's educational development. However, it is important to remember that a child's education in the family environment is not solely the responsibility of parents but involves the participation of all family members, including grandparents, siblings, and other family members. Cognitive development in children plays a crucial role as it forms the foundation for learning abilities, interaction with the environment, and academic and intellectual achievements. There are differences in cognitive development between boys and girls, where boys may be less active than girls, but this does not rule out the possibility that boys may have different ways of understanding the material

Current Situation and Future Development of Education for Children in Ecological Migrant Areas in Ningxia

The issue of ecological migration has been concerned for a long time. As one of the first regions to implement ecological migration projects, Ningxia has a special multi-ethnic population, and its education problems cannot be ignored. From the perspective of schools, this paper analyses the current situation of exclusion and isolation of new immigrant children in schools and the lack of holistic education for children. From the perspective of families, it analyses the situation of parents of new immigrants having low expectations for their childrens education and the situation of educational differences due to different ethnic beliefs. The paper positively puts forward the ideas that teachers are expected to teach their students according to their abilities; school is ought to strengthen its infrastructure, obey the rules and regulations in the society and provide extensive training for teachers. Moreover, it is necessary to quicken the social integration of new immigrants and residents. It is hoped that with the implementation of these measures can accelerate the progress of friendly relations between indigenous people and new migrants and provide a good educational environment for children.

The Relationship Between Self-Confidence And Parents' Support With Students' Self-Regulation At Smp It Ad Durrah

Apart from self-confidence, another factor that influences self-regulation is parental support. Parental support is to support children's lives, both in social, psychological and educational development. The aim of this research is to analyze the relationship between self-confidence and parental support with students' self-regulation at Ad-Durrah IT Middle School. The research results show that there is a relationship between self-confidence and parental support and self-regulation. This is shown by the coefficient F reg = 111.949 with p < 0.05, and the correlation coefficient R = 0.705 with p < 0.05, meaning that there is a positive relationship between parental confidence and support and self-regulation, the more positive the self- confidence and parental support, the higher self-regulation of SMP IT Ad Durrah students. Likewise with the value of the determinant coefficient (R2) which has a value of 0.497, which means that student self-confidence and the support of the student's parents contribute 49.7% to the self-regulation of SMP IT Ad Durrah students. At the time of entering adolescence, individuals begin to search for identity, so they want to have the opportunity to be able to regulate themselves and develop themselves . Apart from self-confidence, another factor that influences self-regulation is parental support. Parental support is to support children's lives, both in the social, psychological, and educational development fields . The aim of this research is to analyze the relationship between self-confidence and parental support with students' self-regulation at Ad-Durrah IT Middle School. The research results show that there is a relationship between self-confidence and parental support and self-regulation . This is indicated by the coefficient F reg = 111,949 with p < 0.05, and the correlation coefficient R = 0.705 with p < 0.05, meaning that there is a positive relationship to self-confidence and parental support with self-regulation, the more positive self-confidence and parental support, the higher the self-regulation Ad Durrah IT Middle School student . Likewise, the value of the diterminant coefficient (R2 ) has a value of 0.497, meaning that self-confidence students and the support of the students' parents contributed 49.7 % to self-regulation Ad Durrah IT Middle School student .