Children's Engagement Research Articles

Motivation for real-life social engagement of preschool children with autism spectrum disorder: From the caregiver perspectives

BackgroundWhether preschool children with autism spectrum disorder (ASD) have motivation for social engagement is a matter of great concern. However, the current findings derived in laboratory settings are still controversial, probably because the motivation for social engagement depends on the specific social contexts. Therefore, we compared the motivation for real-life social engagement between preschool children with ASD and typically developing (TD) peers from the caregivers’ perspectives using the self-determination theory (SDT) and experience sampling methodology (ESM). The SDT helped us to examine the impact of living contexts on the motivation for social engagement, and the ESM allowed us to record objective and subjective experiences in real time across natural settings. MethodThirty preschool children with ASD and 30 matched TD peers were recruited. Caregivers carried mobile devices to record their children’s social experiences repeatedly over seven days. Multilevel modelling was used for analysis. ResultsRegardless of ASD, preschool children were more likely to be autonomous and intrinsically motivated while engaging in social play/leisure activities, but less likely to be autonomous, competent, and intrinsically motivated in non-play/leisure activities involving social interactions. The ASD group was also less likely to care about others or to be cared about in social play/leisure activities. ConclusionsThe findings highlight that the motivation for social engagement in preschool children with ASD is situation-specific and emphasize the importance of providing a supportive environment and encouraging engagement in social play/leisure activities.

Role of bilingual experience in children's context-sensitive selective trust strategies

AbstractEarly bilingual language experience can enhance children's social-cognitive skills for effective communication. This study examined whether individual variability in bilingual language diversity, measured by language entropy, influenced 3- to 5-year-old children's engagement of contextual information in their selective trust strategies. One-hundred-and-forty Singaporean children (58 girls, Mage = 53.64 months, 97.1% Asian) were presented with an informant who provided either accurate or inaccurate information in a context with either adequate or limited information access. Bilingual children with greater language diversity, compared to those with less language diversity, were more likely to adapt their accuracy-based selective trust strategy to the informant's circumstances (i.e, information access). Results provide new insights into the role of diverse linguistic experiences in shaping children's social cognitive development.

Providing multimedia information to children and young people increases recruitment to trials: pre-planned meta-analysis of SWATs

BackgroundRandomised controlled trials are often beset by problems with poor recruitment and retention. Information to support decisions on trial participation is usually provided as printed participant information sheets (PIS), which are often long, technical, and unappealing. Multimedia information (MMI), including animations and videos, may be a valuable alternative or complement to a PIS. The Trials Engagement in Children and Adolescents (TRECA) study compared MMI to PIS to investigate the effects on participant recruitment, retention, and quality of decision-making.MethodsWe undertook six SWATs (Study Within A Trial) within a series of host trials recruiting children and young people. Potential participants in the host trials were randomly allocated to receive MMI-only, PIS-only, or combined MMI + PIS. We recorded the rates of recruitment and retention (varying between 6 and 26 weeks post-randomisation) in each host trial. Potential participants approached about each host trial were asked to complete a nine-item Decision-Making Questionnaire (DMQ) to indicate their evaluation of the information and their reasons for participation/non-participation. Odds ratios were calculated and combined in a meta-analysis.ResultsData from 3/6 SWATs for which it was possible were combined in a meta-analysis (n = 1758). Potential participants allocated to MMI-only were more likely to be recruited to the host trial than those allocated to PIS-only (OR 1.54; 95% CI 1.05, 2.28; p = 0.03). Those allocated to combined MMI + PIS compared to PIS-only were no more likely to be recruited to the host trial (OR = 0.89; 95% CI 0.53, 1.50; p = 0.67). Providing MMI rather than PIS did not impact on DMQ scores. Once children and young people had been recruited to host trials, their trial retention rates did not differ according to intervention allocation.ConclusionsProviding MMI-only increased the trial recruitment rate compared to PIS-only but did not affect DMQ scores. Combined MMI + PIS instead of PIS had no effect on recruitment or retention. MMIs are a useful tool for trial recruitment in children and young people, and they could reduce trial recruitment periods.

Accompany Children's Learning for You: An Intelligent Companion Learning System

AbstractNowadays, parents attach importance to their children's primary education but often lack time and correct pedagogical principles to accompany their children's learning. Besides, existing learning systems cannot perceive children's emotional changes. They may also cause children's self‐control and cognitive problems due to smart devices such as mobile phones and tablets. To tackle these issues, we propose an intelligent companion learning system to accompany children in learning English words, namely the Intelligent Augmented Reality Educator (IARE). The IARE realizes the perception and feedback of children's engagement through the intelligent agent (IA) module, and presents the humanized interaction based on projective Augmented Reality (AR). Specifically, IA perceives the children's learning engagement change and spelling status in real‐time through our online lightweight temporal multiple instance attention module and character recognition module, based on which analyses the performance of the individual learning process and gives appropriate feedback and guidance. We allow children to interact with physical letters, thus avoiding the excessive interference of electronic devices. To test the efficacy of our system, we conduct a pilot study with 14 English learning children. The results show that our system can significantly improve children's intrinsic motivation and self‐efficacy.

An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom

ABSTRACT This paper reports a mixed-methods study of the play of children (3–11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers in the UK were more likely than their SA counterparts to report children's engagement in object, construction and transgressive digital play, correlating with access differences, especially to tablet devices. However, play incorporating technologies was extensive, even in contexts in SA with limited access to a wide range of devices or readily available internet. Despite relying primarily on smartphones, children in SA were more likely to create digital content unassisted than those in the UK. The qualitative data complicate understandings of particular play types, including transgressive digital play.

The impact of parents' physical activity goals and parental attitudes on physical activity during leisure time among children in middle childhood.

Parents' supportiveness and health-promoting habits significantly affect the intensity of children's physical activity (PA) and the involvement of parents in their engagement in PA; in this domain, both the hours devoted to PA and PA goals can be assessed. The family plays an important role in shaping the physical and social organization of the environment for children aged 4-6 years. A total of 680 families with 5-year-old children (330 girls, 350 boys) took part in the study. Data were collected from these participants, who were recruited from preschools and primary schools in the Pomeranian region of Poland. The aim of this study was to determine whether the involvement of parents in PA mediates the influence of parental attitudes on the ways in which their children spend their leisure time. The results showed that not all parental attitudes had direct impact on children's leisure time in PA and outside PA. Other aspects parental attitude had no significant impact on offspring's free time. Among fathers, only four aspects of parental attitude (namely, acceptance-rejection, inconsistency, autonomy, and overprotectiveness) had an impact on PA goals. Mothers' goals were influenced by the strength of a larger number of aspects of attitude (namely, acceptance-rejection, autonomy, inconsistency, over-demandingness, and overprotectiveness). Similarly, the strength of mothers' and fathers' acceptance-rejection attitudes, attitudes of autonomy, and overprotectiveness had an impact on their PA goals but were not directly linked to their children's leisure-time engagement in PA. Not all parental attitudes have a direct impact on children's PA or non-PA leisure time. However, the goals of PA parents have been recognized influence the leisure time of children in PA and outside PA. The most statistically significant relationship for both mothers and fathers was between parental attitudes and PA goals. Parental attitudes do not play a significant role in explaining involvement in PA or lack of it in leisure time among 5-year-old children.

Boosting Parent-Child Math Engagement and Preschool Children's Math Skills: Evidence from an RCT with Low-Income Families

Math skill in early childhood is a key predictor of future academic achievement. Parental engagement in math learning contributes to the growth of children's math skills during this period. To help boost parent-child engagement in math activities and children's math skills, we conducted an RCT lasting 12 weeks with 758 low-income preschoolers (3-5 years old) and their primary caregivers. Parents were randomized into five groups: 1) a control group, and groups that received 2) a digital tablet with math apps for children; 3) analog math materials for parents to use with children, 4) analog math materials with weekly text messages to manage parents' present bias; and 5) analog math materials with weekly text messages to increase parents' growth mindset. Relative to the control group, neither the analog math materials alone nor the analog materials with growth mindset messages increased child math skills during the intervention period. However, the analog math materials combined with messaging to manage present bias and the digital tablet with math apps increased child math skills by about 0.20 standard deviations (p=.10) measured six months after the intervention. These two treatments also significantly increased parents' self-reported time engaged in math activities with their children.

Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic

Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.

Home-literacy environments and language development in toddlers with Down syndrome.

The present study aimed to (1) characterize the home-literacy environments (HLE) of toddlers with Down syndrome (DS) and (2) examine if richness of the HLE, child engagement during shared storybook reading activities, quality of a caregiver-child shared storybook reading activity, and exposure to language in the home environment predicted child receptive vocabulary concurrently (Time 1) and 6 months later (Time 2). Participants were toddlers with DS (n = 13 at Time 1, 11-29 months of age; n = 10 at Time 2) and their mothers. Mothers completed a Home Literacy Environment Questionnaire at Time 1, which was used to characterize the HLE and to calculate two composite variables: richness of the HLE and child engagement in shared storybook reading. Also at Time 1, the home language environment was measured using adult word count from the LENA Recorder DLP©. The LENA was also used to audio-record and capture the quality of a caregiver-child storybook reading task in the child's home using the book Dear Zoo. At both time points, mothers completed the MacArthur-Bates Communicative Development Inventories, and the number of words understood variable was used to measure receptive vocabulary. Results indicated that toddlers with DS experience rich HLEs and interactive shared storybook reading encounters with their mothers. A multiple linear regression revealed that child engagement and the home language environment correlated with both toddlers' concurrent and later receptive vocabularies, while the richness of the HLE and the shared storybook reading task emerged as moderate predictors of receptive vocabulary 6 months later.

Introducing a novel clinical tool to describe child engagement in telehealth speech and language assessments

Purpose: Telehealth may be a solution to access barriers in speech-language pathology. Previous investigations of telehealth assessment have alluded to factors affecting children’s engagement, though these factors have not been comprehensively described. Aim: This study aimed to develop a novel clinical tool to describe the factors affecting children’s engagement in paediatric telehealth assessments. Method: The Factors Affecting Child Engagement in Telehealth Sessions (FACETS) tool was developed using a mixed methods approach. Iterative analysis was conducted through a qualitative evidence synthesis, followed by the application of the tool to seven children aged between 4;3 and 5;7 years old who participated in a speech and language assessment via telehealth. Descriptive data were obtained regarding engagement on both a child-by-child and task-by-task basis. Reliability of the FACETS was determined via percent agreement and Cohen’s kappa between two independent raters. Result: Using a mixed methods design, the FACETS framework was developed and refined. Application of the tool to seven case studies revealed variability in engagement with acceptable inter-rater reliability. Conclusion: The FACETS may be a useful resource for describing the factors that influence children’s engagement in telehealth during the assessment. The FACETS requires further testing with clinical populations.

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Exploring changes in family functioning when a child participates in a School‐Based Filial Therapy program

AbstractChild focus is a central construct within Bowen family systems theory (Bowen theory). A clinical implication is that mental health treatment focusing on a child may unwittingly reinforce the operation of child‐focused processes, which undermine rather than enhance child well‐being. The concept of child focus in Bowen theory presents significant implications for professionals working in school settings and in fields such as children's mental health, which are inherently child‐focused. Bowen theory is the guiding theoretical framework for School‐Based Filial Therapy (SBFT). SBFT is a play therapy intervention that was initially established in remote and outer‐regional New South Wales, Australia in response to the low availability of children's mental health services and the significant barriers associated with caregiver engagement in children's mental health treatment. It involves trained school personnel facilitating therapeutic play sessions with children experiencing emotional–behavioural problems. The intervention occurs on school grounds, during school hours, and children's family members do not participate in the intervention. This mixed‐methods study examines the impact of children's participation in SBFT upon family functioning. Interviews with caregivers (n = 10) of children who participated in 10 SBFT sessions were analysed using content analysis. Quantitative data were collected using the Differentiation of Self Inventory – Short Form and Visual Analogue Scale – Family Functioning. A Wilcoxon signed rank test was used to analyse the pre‐ and post‐data. Qualitative outcomes indicated changes in the categories of child functioning, caregiver functioning, and extended family functioning, whilst child‐focused processes remained dominant but changed in intensity and valence following SBFT.

Investigating elements influencing cultural communication behavior of kindergarten students from ethnic minorities in Vietnam's educational system

The development of communication skills is crucial, particularly for directing the cultural communication practices of kindergarten students and ethnic minority students. The goal of the study was to examine the reality of children's engagement in cultural communication behavior and the reality of the elements that influenced the educational process of cultural communication behavior. There were 130 participants, including 30 administrators and 100 kindergarten teachers from ethnic minorities. The study found out that students were engaged in intercultural activities at an average rate and less frequently. In addition, it was evident that elements such as focus, the direction of management, and the expertise of educators had the biggest influence on the educational process. The study recommends that educators implement a policy of fair support for teachers and students, provide instructors with capacity-building training, and collaborate closely with students' families to increase the learning quality of student work. For kindergarteners to learn how to act in a way that is culturally communicative they need a lot of attention and direction from all levels on how to make policies that will improve the skills of both teachers and students. This is because the goal of education is to help children develop behaviors that are culturally communicative. At the same time, teachers work with the kids' families to teach them about cultural communication patterns in the best way possible.

Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study.

To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred.Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = -1.942, η2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps.

Parents' Perceptions of the Factors Influencing the Uptake of Remote Pediatric Hearing Aid Support: Development of a Conceptual Framework.

To achieve effective integration of virtual care into family-centered audiology practices, participatory research methods, including parents as vital participants in the delivery of pediatric audiology care, should be considered. A better understanding of the barriers and facilitators influencing the adoption of virtual care for families is warranted. This study aimed to develop a conceptual framework of the factors perceived to influence the adoption of remote pediatric hearing aid support among the parents of children with hearing loss. A total of 12 parents of children who wear hearing aids, between the ages of 0-17 years, were recruited to participate in group or individual interviews as part of the 6-step participatory-based concept mapping (CM) process. Data collection was specific to parents in a Canadian context. Analyses included multidimensional scaling and hierarchical cluster analysis. The CM process resulted in 6 main themes, displayed in a cluster map according to their order of importance. These themes include access to timely, consistent care; technology considerations; convenience; child engagement; cost; and partnership considerations. Key underlying statements and subthemes are highlighted per theme. Findings from this study demonstrate the use of CM in participatory research with parents and as part of a family-centered care model. Future research should aim to investigate the factors that influence the uptake of remote hearing aid support in different contexts, for example, in low- to middle-income countries versus those in high-income countries.

The benefits of experiencing flow through distracting activities: flow reduces preoperative anxiety in children before surgery, but not postoperative difficulties

Background Distraction is a classic anxiety management strategy in preoperative setting with children: distracting activities take children’s attention away from threatening clues. What is less clear is the differential effectiveness of this technique depending on the task, and the degree of children engagement with the distracting task. The present work examined the role of flow (state of intense concentration and absorption in the distracting task) on children’s preoperative anxiety. Methods Anxiety and flow in a distracting activity were measured in a sample of 100 children (3 to 10 years-old), at two critical moments of the preoperative period prior to ambulatory surgery under general anesthesia (phase 1: up to separation from the parents; phase 2: up to general anesthesia). Common negative postoperative outcomes were also measured. Results As expected, the analysis showed a negative association between the mean level of flow in the distracting activity during waiting periods and the preoperative anxiety of children at critical moments in the two phases (although there was no effect on postoperative recovery). Conclusion These findings demonstrate the importance of considering the degree of engagement in the distracting activity to understand the effectiveness of this strategy. The results may help provide guidance for better clinical application of this method.

어머니 그릿이 아동의 학업열의에 미치는 영향

The purpose of this paper is to verify the simple mediating effect and sequential multiple mediating effect of children's attention and grit in the relationship between the mother's grit and the child's academic engagement, In this study, the first-year data of the Korean Children and Youth Panel(2018) was used. The subjects were 2,136 4th graders in elementary school. As a result of the study, first, simple mediation results confirmed that mother's grit had a direct effect on children's attention and grit, an indirect effect on academic engagement, and a partial mediation effect of children's attention and grit. Second, it was confirmed that mother's grit had a multiple mediating effect that affects academic engagement by sequentially mediating children's attention and grit. The results of this study will provide a realistic basis for developing support methods and programs to improve children's academic engagement.

Exploring the Influence of Diction and Language Style in Children's Song Lyrics on Preschool Learning and Development

This research delves into the profound influence of diction and language style within children's song lyrics on the educational experiences of preschoolers. The study investigates the impact of diverse language styles, ranging from simpler, repetitive structures to more complex and varied compositions, on language development, cognitive engagement, emotional responses, and learning outcomes in young children. Through a mixed-methods approach encompassing quantitative analysis and qualitative observations, the research examines the implications of varied language styles on comprehension, engagement, and cognitive growth among preschoolers. Findings highlight the significance of diverse language styles in fostering comprehensive learning experiences, nurturing cognitive engagement, emotional responses, and social interactions among preschoolers. The research underscores the importance of a balanced approach to language styles in educational materials, offering immediate engagement while stimulating cognitive challenge for sustained educational growth. The practical application of these findings advocates for educators to curate a diverse repertoire of song lyrics, integrate multisensory experiences, and harness technology to enhance the learning environment for preschoolers, nurturing their language skills, cognitive abilities, and emotional development. The study's implications extend to educational practices, emphasizing the importance of embracing diverse language styles to create a dynamic and comprehensive educational journey for our youngest learners.

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention.

As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabilities during mealtimes. This study examined the effects of the implementation of Snack Talk on increasing teacher engagement in conversation with five preschool children with autism during mealtimes in an EIBI classroom setting. A reversal design was used to analyze the relationship between Snack Talk and teacher conversational engagement with children. Results of this study demonstrated that implementation of Snack Talk increased instances of teacher engagement in conversation with children compared to baseline phases, demonstrating the promise of this intervention supporting students' different levels of support needs in inclusive, blended settings. A functional relationship has been established between baseline and intervention phases and generalization. Limitations and directions for further research are discussed.

Mindfulness in paediatric occupational therapy practice: a phenomenological inquiry

Purpose While research into mindfulness practices is on the rise across populations, there is evidence to suggest that clinical practice has outpaced the literature with regard to mindfulness in pediatric rehabilitation. The aim of this study was to explore the perceptions of occupational therapists who opt to incorporate mindfulness into their clinical practices with children and youth. Methods Hermeneutic phenomenology was the methodology of the study. The theoretical framework employed a Heideggerian-informed phenomenology of practice. Eight occupational therapists practicing in Canada and the United States participated in 90–120 min semi-structured interviews that elicited first-hand accounts of mindfulness in pediatric occupational therapy practice. Interviews were transcribed verbatim and analyzed using Finlay’s four-step approach. Results Six salient themes were identified in the data: drawing from personal practice, enhancing participation, fostering healthy habits, adapting for children, keeping it playful, and doing with. Conclusion The findings of this study offer insights for therapists who are considering incorporating mindfulness into their practices with children and youth. Further, this research highlights a number of research priorities that require further inquiry.