Children's Engagement Research Articles

Exploring the design of physical artefacts to visualise household consumption for encouraging sustainable practices

ABSTRACT Although household consumption contributes to climate change, it can be challenging to comprehend the consequences and effects from a personal perspective. In this paper, we explore the design of physical data visualisations to promote sustainable practices within households. We conducted 15 household design workshops involving household members to explore physical designs and envision the potential use of physical artefacts in the home to promote sustainability behaviours using five low to medium-fidelity prototypes. The findings from these workshops highlight the need to balance aesthetics, abstraction, and the presentation of actionable information in the design of physical artefacts. Based on our findings, we identify key design considerations for future design: (1) including all household members in the design process to reflect the collective goals and values of the home, fostering a sense of ownership and engagement, (2) considering child-friendly design in physical artefacts to promote awareness, education, engagement, and sustainable values in children, (3) and considering nature-based visuals to reduce the mental burden of information overload.

Preliminary study on the feasibility of approximating children's engagement level from their emotions estimation by a picture-based, three-model AI in a family-robot cohabitation scenario

Haru4Kids (H4K) is a system that emulates the physical, social, family-oriented robot Haru, designed with the goal of cohabitating with children in their homes for extended periods of time. In a previous experiment [Garcia GA, Perez G, Levinson L, et al. Living with Haru4Kids: study on children's activity and engagement in a family-robot cohabitation scenario. In: 2023 IEEE ROMAN; 2023 Aug. p. 1428–1435], seven families kept H4K for a span of two weeks in their homes. Throughout this period of cohabitation, we collected child-robot interaction data, including images that were later hand-annotated to estimate user engagement. In this present work, we used a novel AI-based, four-stage framework available from Roboflow for the automatic estimation of children's level of engagement from their inferred emotions. We did a deep study of the performance and behaviour of that framework over our dataset of users' pictures and characterized its response in order to understand its advantages and limitations, including the technique used to translate emotions into engagement levels. We also tested a different approach for that mapping, using a machine learning technique based on Support Vector Machine (SVM). The framework yielded promising results just ‘off-the-shelf’: 0.47–0.68 accuracy and 0.46–0.70 F1 using the original mapping, and 0.39–0.75 and 0.37–0.78 respectively using SVM. Therefore, we propose this emotion-based approach for engagement estimation from pictures.

Enlisting toddler cooperation through structure and autonomy support: The amplifying role of suboptimal relationship mutuality.

Regular repair of normative mother-toddler conflict is required for relational health; yet, we still need improved delineation of regulation strategies that can promote child cooperation. Contemporary conceptualizations of positive parenting propose that structure and autonomy support each facilitate children's optimal engagement; however, toddler studies rarely address their joint impact and conditional moderation. This observational study examined both dimensions in predicting cooperation among 106 U.S. 30-month-olds and their primarily European-American mothers during a demanding request situation. We also assessed mutuality, an indicator of mother-child relationship quality, from two situations with minimized power differentials to explore whether it moderated associations. Regression analyses confirmed the unique and additive impact of both maternal behavioral dimensions in predicting toddler cooperation and also an interaction effect such that the positive association between maternal autonomy support and toddlers' level of cooperation was accentuated depending on the dyads' mutuality. Results suggest that maternal structure and autonomy support may serve as effective approaches for enlisting or maintaining child cooperation during hierarchical negotiations, and that suboptimal relationship mutuality magnifies toddlers' responses to maternal levels of autonomy support. Findings are likely relevant to parenting programs that advance mother-child relational health during the transition from infancy to early childhood.

Zoom to the Virtual Room: The Shift to Remote Early Childhood Observational Assessments.

The COVID-19 pandemic has led prevention researchers to increasingly use remote observational procedures given social distancing directives associated with the pandemic. However, few studies have used remote observational procedures with children and their caregivers, with scant literature describing procedures with socioeconomically, racially, and ethnically diverse families. This manuscript describes processes to pivot to remote assessment of parent and child observations in the context of a longitudinal study examining the effects of a postpartum depression preventive intervention on responsive parenting and child self-regulation. We conducted remote assessments across three timepoints-42, 48, and 54 months-with 133 low-income and racially and ethnically diverse parent-child dyads. Details are provided on remote observation preparation and setup, as well as adaptation of observational assessments. Lessons learned are shared on the use of technology, scheduling considerations, parent's role as facilitator, maintaining child engagement, and cost considerations. We demonstrated excellent inter-rater reliability between independent coders on all assessments, suggesting the quality of remote assessments was conducive for analysis. Surveys with families completing a remote assessment found that most felt it was easy to participate in remote assessments and their child had a positive experience. Most parents preferred virtual visits if given an option for future assessments. Much prevention research utilizes observational measures that are less subject to bias. Our study demonstrated that research teams can effectively and reliably pivot to remote assessment with racially and ethnically diverse, low socioeconomic families, thereby providing guidance to other prevention researchers considering similar remote assessments with diverse samples.

Latino Family Engagement and Student Outcomes in Early Elementary School: Evidence from Two National Datasets

ABSTRACT Family engagement in children’s schooling is important. Research indicates that Latino families often utilize home-based practices (e.g. reading, telling stories, singing, counting) over school-based involvement (e.g. participating in school events and committees, volunteering in the classroom). Using an assets-based approach, the present study considers both school- and home-based forms of engagement for Latino families. Drawing upon data from two large, nationally representative datasets, the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 4,590) and the Head Start Impact Study (HSIS; N = 1,670), this study seeks to examine national patterns of Latino family school- and home-based engagement in kindergarten, and how such engagement relates to child academic, cognitive, and behavioral outcomes in early elementary school. Descriptive findings show high levels of Latino family participation in a variety of both home-based academic activities and school-based activities. Regression analyses indicate an association between Latino family engagement and child outcomes, most evident in school-based engagement. Implications for educators, schools, and research are discussed.

Sensory Enhanced Interactive Storytelling Technique (SEIS-T): Supporting Active Communication Through Short, Multimodal Narratives

ABSTRACT Creating meaningful interaction can be challenging for communication partners of persons with intellectual disabilities and hearing impairment (IDHI). To elicit moments of interaction and communication, the sensory-enhanced interactive storytelling technique (SEIS-T) has been developed within clinical and educational practice for people with IDHI and their communication partners. SEIS-T uses custom-made storybooks, referential objects and augmentative and alternative communication (AAC). Although many positive communicative moments with SEIS-T have been mentioned by practitioners, scientific research regarding this approach is limited. The present study aimed to alleviate this by examining changes in communication patterns and engagement of children with IDHI over the course of 10 repeated SEIS-T sessions and comparing the results to regular storytelling sessions. Six children participated in a multiple-baseline study. An event-sampling method was applied to analyse videos of the reading sessions, with respect to the children’s verbal and nonverbal communicative acts (role, form and complexity), and their attention to the storytelling. Non-overlap of all pairs (NAP)-analysis was used to test differences between the baseline and intervention phase for each participant. Promising improvements were seen in the frequency and variety of communicative acts by the children and in their focused attention during storytelling, when employing the SEIS-T.

Participation in artisanal diamond mining and food security: A case study of Kasai Oriental in DR Congo

Abstract The high prevalence of food insecurity and malnutrition in Kasai Oriental, Democratic Republic of the Congo, prompted an investigation into the complex relationship between household livelihood activities and food security. Despite many rural households relying on subsistence farming, this alone may not ensure improved food security in Kasai Oriental. Consequently, non-farm sectors like artisanal mining offer a potential solution to address food insecurity among rural households. The aim of this study is to explore the association between engagement in artisanal diamond mining, food insecurity, and children’s nutritional status in Kasai Oriental. The research utilizes household cross-sectional data collected between November and December 2022. Fixed effects and Instrumental variable models were employed to address household heterogeneity and potential endogeneity related to participation in artisanal diamond activities. The regression results reveal a significant relationship between participation in artisanal diamond mining and food security. This implies that participation increases households’ cash, enabling them to access sufficient food and potentially mitigating the risk of falling into food insecurity. However, involvement in artisanal mining has not shown a significant association with children’s malnutrition. These findings call for further research on “hidden hunger.” Policies aiming to encourage and formalize artisanal diamond mining should integrate specific extension services and inform rural households about hidden hunger.

Children with Cerebral Palsy Rehabilitation In-Session Engagement: Lessons Learnt from a Story Tool Training Program

ABSTRACT Rehabilitation aims to increase individuals’ ability to interact with their environment. Focusing on the paediatric context, rehabilitation is likely to optimise children’s development while improving and maintaining their functioning. However, children with neurodevelopmental disabilities, such as cerebral palsy, often show low engagement in rehabilitation sessions. This study aimed to assess the effectiveness of a narrative-based training program in increasing in-session engagement for children with cerebral palsy undergoing rehabilitation (i.e. targeting affective, behavioural, and cognitive dimensions). The study was conducted in three cerebral palsy rehabilitation centres and followed a one-group double-pre-test, one-post-test design. Fifteen children with cerebral palsy participated in the training program twice a week over nine weeks. The program aimed to promote children’s in-session engagement in rehabilitation through a story tool grounded in a self-regulation theory. Current data revealed the key effects of implementation time in the three dimensions of in-session engagement. Post-hoc tests of within-subjects indicated significant differences between pre-test 1 versus post-test and pre-test 2 versus post-test in the three dimensions of in-session engagement. This narrative-based intervention was a helpful tool promoting in-session affective, behavioural, and cognitive engagement in rehabilitation for this sample of children with cerebral palsy.

Building and testing of a robotic intervention framework to enhancing the social engagement of children with autism spectrum disorder

Purpose Humanoid robot intervention programmes for children with autism spectrum disorder (ASD) are being developed rapidly. This study aimed to develop and test a robotic intervention framework for children with ASD to ensure best practice. Methods In Phase I of this study, an initial framework was built based on a scoping review. This review aimed to identify the core elements conducive to effective robotic intervention programmes for children with ASD. In Phase II, the content of the initial framework was verified using a case study approach in a real-life setting. Results The robotic intervention framework, which comprised three domains, was built and tested. The three domains were robot-, child-, and programme-related factors. Elements within each domain were identified and verified in real-life contexts. Conclusions The proposed framework will enhance evidence-based practice in robotic intervention programmes. However, further clinical testing is warranted to enhance the efficacy and validity of this framework. A good programme design incorporating all essential elements for effective intervention will ensure the success of the training programme for children with ASD.

Can sound field amplification be of use in daycare centres? An explorative pilot study

This study evaluates the effects of Sound Amplification Systems (SFA) on reducing vocal strain in daycare staff and enhancing children's concentration in noisy environments. Utilizing a mixed-methods approach, structured questionnaires were distributed to 11 daycare staff members in Turku, Finland, to gather both quantitative and qualitative data on their experiences with SFA. The analysis revealed that SFA significantly lowered vocal strain for staff, especially during group activities, and improved children's engagement by making speech more intelligible amidst background noise. However, practical challenges such as SFA mobility and adaptability in diverse settings were identified. The findings suggest SFA's potential benefits in early childhood educational settings, while also highlighting the need for further research to address implementation challenges and confirm these preliminary results with a larger participant sample.

Climate change anxiety among parents of school-aged children in the UK: experience as a common predictor of cognitive-emotional and functional impairments

ABSTRACT Climate change anxiety (CCA) is distress about climate change and its impacts on the environment and human health. CCA is manifested as cognitive-emotional impairment and functional impairment. CCA has been increasingly recognised in the mental health field, however, how to reduce CCA remains uninformed. Parents of school-aged children are vulnerable to CCA, due to parenting stress and worries for the future. We aimed to identify predictors of CCA impairment, from experience of climate change, behavioural engagement, and number of children among parents of school-aged children. A convenience sample of 126 parents (82 mothers and 44 fathers) responded to an online survey. Multiple regression analyses were used. After controlling for age and gender, (a) experience of climate change (b = 0.16, p < 0.01, 95%CI 0.06–0.27) and behavioural engagement (b = 0.31, p < 0.05, 95%CI 0.08–0.55) predicted cognitive-emotional impairment, and (b) experience of climate change predicted functional impairment (b = 0.20, p < 0.01, 95%CI 0.08–0.31). Experience of climate change was a common predictor. Cognitive re-appraisal and compassion practice may help alter the experiential aspect of climate change to mitigate CCA. Future research needs to evaluate the mechanism of climate change experience in order to effectively reduce CCA.

The Role of Grandparents in Facilitating Children's Physical Activity.

Research suggests there is considerable opportunity to improve children's movement behaviors while they are being cared for by their grandparents. An understanding of the extent to which grandparent practices facilitate children's engagement in physical activity is critical to the development of health interventions targeting grandparent caregivers. This study examined the activity-related beliefs and practices of grandparents and their association with grandchildren's engagement in various movement behaviors while in grandparental care. Australian grandparents (N = 1190; 60% women) who provided regular care to a grandchild aged 3-14years were recruited via a web panel provider to complete an online survey. The survey assessed grandparents' physical activity-related beliefs (eg,perceived importance) and practices (eg,support and social control) and their grandchildren's engagement in physical activity (unstructured, structured, and outdoor play) and screen-based activities while in grandparental care. The importance of grandchildren's physical activity was rated highly by grandparents. Grandparents' support for their grandchildren's physical activity was positively associated with their grandchildren's engagement in structured physical activity, unstructured physical activity, and outdoor play. Negative social control was associated with greater engagement in screen-based activities. Other correlates of grandchildren's physical activity and screen-based activities included grandparents' own engagement in these activities. Findings highlight the importance of reinforcing the beliefs and practices that positively influence children's movement behaviors and addressing those that have unintended consequences. Encouraging grandparents to support their grandchildren's physical activity and discouraging forms of negative social control are likely to be important in efforts to promote physical activity in children.

An acceptability and feasibility investigation of a community-based motor program for autistic children with moderate and high support needs

BackgroundGeneral motor impairments are ubiquitous in Autism and are positively correlated with autism symptom severity. This study assessed the feasibility and acceptability of a 13-week community-based motor program for autistic children with moderate and high support needs (MHS). MethodIn this exploratory single arm within-subject study, 10 autistic children with MHS, ages 4–10 years, completed a community-based motor program delivered in a one-on-one format by therapists. Feasibility was determined through recruitment, retention, attendance, enjoyment, engagement and useability of motor, physical activity (PA), and behavioural assessment tools. Thematic analysis evaluated post-intervention semi-structured parent interviews. ResultsHigh program attendance and retention were demonstrated, and therapists reported child engagement and enjoyment were high. Identified themes revealed parents perceived unexpected substantial positive impacts including improvements in social, motor, and behavioural outcomes. They highly valued both the program and the therapeutic relationships fostered within it. Although parents of the children with the higher support needs reported the most substantial improvements, these children were unable to score on motor assessments due to difficulties following instructions and off-task behaviours. Additionally, only four participants wore an accelerometer-based PA monitor. ConclusionsThis community-based motor program was considered feasible and acceptable by the children’s parents, and qualitative findings provided valuable insights into clinical practice for children with MHS. However, recruitment challenges and assessment tools being unfeasible for children with higher support needs led to low participant numbers. Future evaluations should explore alternative assessment measures and study designs, given the challenges associated with studying such a heterogenous and complex group.

Utilization of Artificial Intelligence-Based Learning Videos: Enhancing Learning Interest in Early Childhood Moral Education

A common challenge in early childhood moral education is the low level of engagement and interest when using traditional storytelling methods. This study examines the implementation and utilization of artificial intelligence (AI)--based learning videos to enhance early childhood moral education at RA Hj. Sri Musiyarti, Semarang, Indonesia. With a qualitative case study approach, the research involved 20 children aged 4 to 5 years, with data collected through observations, semi-structured interviews with teachers, and documentation. The study focuses on the impact of AI-based videos on children's interest in moral learning, a shift from traditional storytelling methods to video-based learning. Findings reveal that AI-based learning videos significantly increase children's interest and engagement, promoting active participation in the classroom. The videos facilitated cognitive development and emotional engagement, making moral learning more enjoyable and effective. The reliability and validity of the findings were ensured through methodological triangulation and peer debriefing. The study concludes that AI-based learning videos are a powerful tool in fostering intellectual and emotional growth in early childhood, supporting innovative and exciting teaching approaches in moral education. The results suggest that AI technologies can enhance early childhood education, with future research needed to expand the scope of AI in education and to explore strategies for teacher training to ensure the effective implementation of AI technologies.

Child and Adolescent Engagement with Climate Change on Social Media and Impacts on Mental Health: a Narrative Review

Child and Adolescent Engagement with Climate Change on Social Media and Impacts on Mental Health: a Narrative Review

A mixed methods, cluster randomized control trial to examine assistive technology use to support early literacy in preschool children with disabilities

This mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children’s AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ 2 = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children’s AT use but not on gains in early literacy. Teachers’ comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.

Pathways to suicide for children and youth in Guyana: A life charts analysis

Background: Suicide is the third leading cause of death among youth aged 15 to 29 years old globally. Guyana has the highest rate of youth suicide in the world, yet only limited research exists. Aim: The aim of this study is to identify key features of the suicide pathway for Guyanese children and youth and to distinguish meaningful subgroups. Method: The psychological autopsy (PA) method was used to generate life charts for 15 Guyanese children and youth (10–29 years) who died by suicide. Nineteen close contacts of these individuals were interviewed about the life events of the decedent between 6 months and 5 years after their death. Semi-structured interviews lasting 30 to 150 min took place between November 2021 and January 2022. The interview data were converted into life charts and these were reviewed to uncover meaningful subgroups of suicide pathways. Results: Three groups with distinct suicide pathways were identified: hard life (46%), mental illness (20%) and interpersonal stress (20%). There were also two male youths for whom the suicidal antecedents and pathways were unclear. Interpersonal stress, alcohol, exposure to suicide and family history of suicide were common factors identified across groups. Conclusions: The findings emphasise the role of both acute and protracted interpersonal stress for child and youth suicide in Guyana. The structure and dynamics of Indo-Guyanese families are discussed. Interventions recommended include enhancing child and youth community engagement, improving mental health and suicide literacy, alcohol restriction, increasing access to support services, and reducing stigma.

Cognitive, emotional, communicative, and motor development in children born from couple’s gametes cryopreserved oocytes. A 20 years single-center experience

ObjectiveTo study if social and emotional, communicative, cognitive, motor development of children born from cryopreserved oocytes are comparable to general population. DesignSurvey study. ExposureThis is a single-center population study, focusing on all children born from cycles of in vitro fertilization of cryopreserved oocytes at Humanitas Fertility Center from January 1st,2003, until December 31st, 2021. Main outcome measuresGeneral information about birth history were collected from all parents. Then, screening for developmental delay was performed by administration of a questionnaire, edited according to milestones set for age by the Center for Disease Control and Prevention.Primary outcomes included the percentage of children, for each age range, that reached related milestones. In children younger than 6 years of age, milestones were considered to be reached by each age-based population subgroup studied when ≥ 75 % of included children expressed the tested competences. ResultsA total of 355 live births fulfilled the inclusion and exclusion criteria and were included in the study. Results showed that each age-based population subgroup, younger than 6 years of age, scored ≥ 75 % in all the milestones included in the questionnaire.In preadolescents and adolescents, it was noted a decrease in unstructured in-person socializing. Indeed, milestones that scored the lowest values, based on parents’ judgement, included tasks concerning peer-to-peer interaction (72.31%) and sexuality and sentimental relationships (63.08%). ConclusionsResults indicated that the achievement of emotional, communicative, cognitive, and motor milestones in infants, toddlers, and preschoolers was comparable to the general pediatric population. Similarly, emotional wellbeing and social engagement in school-aged children, preadolescents, and adolescents were in line with their peers.

The Effectiveness of Online vs. Traditional STEM Education Methods for Preschool Children Aged 5-6 years in China

This study explores the effectiveness of online vs. traditional STEM education methods for preschool children aged 5-6 years in China. Through qualitative interviews with educators, this study compares how these methods affect children's engagement and learning outcomes. The findings suggest that traditional hands-on approaches are more effective in engaging younger learners due to the importance of sensory and social experiences in early cognitive development. While online platforms offer personalized learning, they often struggle to maintain long-term engagement. The study highlights the need for a hybrid approach that combines the strengths of traditional and digital methods to optimize STEM education. In addition, the study explores the challenges of the digital divide and the importance of equitable access to technology. These insights provide practical recommendations for improving early STEM education practices and guiding future policy decisions.

Sibling-Mediated Early Start Denver Model Support for Young Autistic Children

Young autistic children and their siblings often need support to play and engage with each other. The inclusion of older siblings in the provision of support may improve outcomes for autistic children and strengthen the sibling relationship. This study evaluated the inclusion of older siblings in the delivery of Early Start Denver Model (ESDM) support to autistic children aged between 3 and 4 years. It used a non-concurrent multiple baseline across participants design to evaluate the effects of sibling-mediated ESDM for four young autistic children and their older, non-autistic siblings. For most dyads, there were improvements in autistic child engagement and in sibling initiations during the sibling-mediated ESDM, which were generally maintained at follow-up. There was some improvement in sibling responses and minimal improvement in autistic child imitation and functional utterances. Sibling initiations and responses were generally positively correlated with autistic child engagement, functional utterances, and imitation. The parents of children in all four dyads found the sibling-mediated ESDM to be acceptable. These preliminary results suggest that sibling-mediated ESDM may be beneficial for improving the interaction between autistic children and their non-autistic siblings while benefits for teaching additional child skills might be more limited.