Child School Research Articles

Factors Explaining the Schooling of Children Under 3 Years of Age: Evidence from Spain

This study investigates the reasons behind the decision to send children aged under three to ECEC (Early Childhood Education and Care) and the causes that may explain why some families send their child to ECEC once they reach the age of two while others decide to do so at an earlier age. To answer the first question posed a probit model is used, while to answer the second query a Heckprobit model is estimated to take into account possible selection bias. The data for this study was taken from an unpublished database compiled by the Spanish National Institute for Educational Evaluation, which gathers information from 1.166 children schooled in the Infant Education stage. The results of our estimations show that the decision to enroll children under three in ECEC services depends fundamentally on the sociodemographic characteristics of the mother (educational level, employment situation and age), on household size (if it is a large family) and on the availability of ECEC services in the area in which the child lives. Our study has also shown that the only variable regarding factors that explain the differences in the age of access to ECEC services, two or under two, is the importance that parents place on their children developing empathy towards others. On the basis of our results, the study offers recommendations aimed at the progressive universalization of this initial educational stage.

Abrogation of Article 370 and its impact on the Schooling of Gujjar and Bakarwal Tribe children in Jammu and Kashmir: A Study

Article 370 of the Indian Constitution stipulates self-rule for Jammu and Kashmir but has remained stalled in argument due to its unequal special consideration. This paper examines Article 370 and its abrogation based on four arguments: its genesis spawns’ inequality; its retention implies decay of contentious problems; its ramifications forge inequality within the State; and how politics over it only seeks limited leverage. This study examines the impact of the Abrogation of Article 370 on tribes’ people in J&K, using primary and secondary sources and views from different societies.

Conflict and Social Inequalities in Yemen: An Increase in Inequality of Access to Primary Education

Children are the actors of the economic and social scene of tomorrow. They are, on the other hand, the section most exposed to danger in conflict environments. This article is intended to study the consequences of the armed conflict on social equality and in particular its impact on the right of access to education for Yemeni children. United Nations reports point to a high dropout rate among Yemeni children (UNISCO, 2021). It is thus a question of knowing the causes and demonstrating the direct impacts of the social conflict on the schooling of children in Yemeni society. To achieve this objective, we used a qualitative method, which consists of conducting interviews with 30 Yemeni families affected by the civil war. These families constitute our public, which includes 57 children between the age of (7-13 years). It is the legal age that corresponds to primary education. The results obtained from our survey showed a very fragile situation of childhood in Yemen. They also confirmed the figures and data quoted in the reports of the various UN organizations. So it is important, in order to protect the of children to access education, to call for an end to this conflict and rehabilitate the infrastructure of the education system; building, chairs, teachers, programs and textbooks, etc.

The Effect of Children's Safety on Parenting Strategy

This paper hypothesizes that disadvantaged parents use more and harsher discipline in part as a rational response to parenting in more dangerous and less forgiving environments. I model parent-child interactions in which altruistic parents modify the behavior of short-sighted children by investing in children's self-control and by punishing misbehavior. In the model, parents choose to devote more resources to punishment when children's misbehavior has more serious long-term consequences. I present empirical evidence in support of this hypothesis by examining the relationship between school safety and parental discipline, finding that parents use harsher discipline when their children attend more dangerous and disorderly schools, even after accounting for neighborhood fixed-effects and a rich set of parent-level controls. Because parents are not directly exposed to their child's school environment, school safety is most likely to influence parents by shaping their concerns about their children's safety, rather than by affecting their stress, mental reserves, or knowledge about effective parenting strategies.

Interest Convergence and Market-Based School Reform: The Promise and Limits of Using Controlled Choice to Desegregate Schools.

This articleuses interest convergence and market-based theories to examine a recently-adopted controlled choice school admissions model intended to desegregate a diverse, urban school district. Drawing on longitudinal, qualitative interviews with advantaged parents who articulated support for controlled choice, we find that these parents' positive viewof the measure was based on a belief that the desegregation policy benefited their own children as well as poor children of color. Yet for many, support for the reform was contingent on their child's school assignment, pointing to the limits of utilizing a market-basedmodel for achieving educational equity.

Policies for inclusive education practices in teacher education in the United Kingdom and France

AbstractImplementation of any inclusive policy is dependent on longstanding conceptions, beliefs, and public discourses on schooling, learning, and including children in mainstream schooling. The adoption of inclusive education in education policies in France and the United Kingdom requires discursive support to reshape the meaning and content of teachers' work, duties and practices. Although inclusive education is widely debated, analyses of the variations in policy narratives promoting inclusive teaching in Europe are lacking. This article reports on comparative and international analysis of discourses and policies for empowering teachers for continuous professional development and inclusive school practices. The analysis focuses on an exploration of varieties of articulations, resources, and conceptual dynamics in the UK and France. These elements are discussed within the broader scheme of the teaching profession, with reference to the inclusive education paradigm.

A Comparative Study to Assess the Accommodation and Vergence Relationship of Myopia in Indian Adolescent.

Accommodation and Vergence disorder are diverse visual anomalies which can interfere with a child's school performance and impair one's ability to function efficiently. Its association with refractive error and its intervention were studied less in Indian myopia children; hence, there is a need for research in such setting. One hundred and fifty Indian adolescents aged 10 to 17 years were divided into three refractive error groups (high, moderate, and low myopia). Baseline vision examination and a comprehensive binocular vision assessment were performed on all eligible adolescents. Vision therapy was provided to participants whose parents gave consent on behalf of the children. Chi-square analysis was utilized to look at the association between the groups of refractive errors. To compare the mean constants of the experimental and control groups, a two-way RM ANOVA was performed. The most common dysfunction found in low myopia (75.3%), and moderate myopia (54%) was convergence insufficiency. High myopes (62.8%) were found to have combined convergence and accommodative insufficiency followed by accommodative dysfunction (14%) and basic exophoria (6%). In moderate myopia, a significant relationship was found between this dysfunction and refractive error. The experimental group in the overall sample showed statistically significant improvement after vision therapy (P<0.001), in comparison to the control group. Refractive error is linked to accommodative and convergence insufficiency. Thus, vergence and accommodative impairment must be tested for all myopic children, and vision therapy should be advised along with spectacle prescription for efficient binocular vision.

Implication of Monitoring and Evaluation of School Quality

The quality of education is a benchmark for parents to choose their child's school, so it requires regular monitoring and evaluation. This study aims to analyze the implications of monitoring and evaluation of school quality. The background of this research took place at One Roof Junior High School 4, STU Jehe, Pakpak Bharat Regency. The approach used in this research is a qualitative approach and the type of research is field research. Collecting data in this study using interviews, observation and documentation. Data analysis used is data reduction technique, data presentation, conclusion and verification. The results of this study concluded that supervision activities using individual and group techniques as a result of monitoring and evaluation have succeeded in improving the quality of education. Then supervision activities include monitoring, coaching, guidance and training, as well as assessments which greatly impact the implications of monitoring and evaluating school quality improvement. Supporting factors in the form of cooperation and mutual support are one of the keys to successful implementation.

Effects of Parental Disability on Children's Schooling: The Surprising Role of Parental Education

We show that negative effects of parental disability on schooling investments are larger for economically advantaged families. Among children with a veteran father, private school attendance declines with the severity of a father's service-related disability by more when fathers have completed college relative to when fathers have not. Paternal disability also lowers the mobility of young adults, suggesting that reduced educational investment persists into young adulthood. Lost earnings are one mechanism; disability decreases labor supply for all, but foregone earnings are larger for highly educated fathers. Losses are offset by Veterans Affairs transfers for less educated fathers but not for educated fathers.

Design of a community-based, Hybrid Type II effectiveness-implementation asthma intervention study: The Rhode Island Asthma Integrated Response (RI-AIR) program

BackgroundPediatric asthma is among the most common health conditions and disproportionately impacts Black and Latino children. Gaps in asthma care exist and may contribute to racial and ethnic inequities. The Rhode Island Asthma Integrated Response (RI-AIR) program was developed to address current limitations in care. The aims of the RI-AIR Hybrid Type II effectiveness-implementation trial were to: a) simultaneously evaluate the effectiveness of RI-AIR on individual-level and community-level outcomes; b) evaluate implementation strategies used to increase uptake of RI-AIR. In this manuscript, we outline the design and methods used to implement RI-AIR. MethodsSchool-based areas (polygons) with the highest asthma-related urgent healthcare utilization in Greater Providence, R.I., were identified using geospatial mapping. Families with eligible children (2–12 years) living in one of the polygons received evidence-based school- and/or home-based asthma management interventions, based on asthma control level. School-based interventions included child and caregiver education programs and school staff trainings. Home-based interventions included individualized asthma education, home-environmental assessments, and strategies and supplies for trigger remediation. Implementation strategies included engaging school nurse teachers as champions, tailoring interventions to school preferences, and engaging families for input. ResultsA total of 6420 children were screened throughout the study period, 811 were identified as eligible, and 433 children were enrolled between November 2018 and December 2021. ConclusionsEffective implementation of pediatric asthma interventions is essential to decrease health inequities and improve asthma management. The RI-AIR study serves as an example of a multi-level intervention to improve outcomes and reduce disparities in pediatric chronic disease.Clinical Trials Registration Number: NCT03583814.

The forming of space: parents’ social assemblages in a Chinese complementary school in Germany

ABSTRACT In the field of educational sociolinguistics there is a body of literature with a focus on children in complementary schooling. While timely, such work often does not often pay much attention to the parents who frequent the school setting, preferring to focus on the interactions between children. This paper addresses this absence by reporting on a study of parental social-networking and group formation in a Chinese complementary school in Germany. By investigating various parental groups in the complementary school setting, this paper explores the parents’ different ways of forming mutual space and the kinds of social investments they have in such space. This includes a focus on the linguistic and semiotic resources which the parents draw upon in the formation of their groups, as well as the cultural and class-based assumptions which underlie their choices.

Relationships Between Parental Anxiety and Child Quality of Life in Advanced Childhood Cancer.

Background: Family factors, such as household income and parental psychosocial distress, have been associated with quality of life in children with cancer. However, relationships between parent anxiety and child health-related quality of life (HRQoL) have not been evaluated in children with advanced cancer. Objective: To examine relationships between parent anxiety and both parent-reported and child self-reported HRQoL for children with advanced cancer. Method: Children (aged 5-17 years) with relapsed or refractory cancer and their parents participated in this single-institution cross-sectional study. Parents completed measures of their own baseline anxiety (State-Trait Anxiety Inventory-Trait [STAI-T] form) and their ill child's HRQoL (PedsQL Generic and PedsQL Cancer, parent report). Children completed age-specific PedsQL Generic and PedsQL Cancer, child report. Spearman's rho coefficients assessed correlations between total parent STAI-T score and both parent-reported and child-reported HRQoL scales. Results: Twenty children (Mage = 9.5 years, 50% female) and their 20 parents (90% mothers) participated. The strongest and statistically significant (p < .05) correlations were inverse associations between parental trait anxiety and parent-reported child psychosocial HRQoL (rs = -.54), emotional functioning (rs = -.49), school functioning (rs = -.45), and child pain and hurt (rs = -.45). Correlations of parental anxiety with all dimensions of child-reported HRQoL were generally smaller (rs < .40), positive, and not statistically significant (p > .05). Discussion: Given the inverse correlations between parental anxiety and child psychosocial HRQoL, assessment of parent mental health needs and access to interventions should be provided routinely for parents of children with advanced cancer.

Eliciting indigenous knowledge to predict climate events for the food security of agro-pastoral households in North Benin

Populations are subjected to climatic uncertainties, the predictions of which are major challenges for the scientific community. This study analyzes indigenous climate event prediction and adaptation based on indigenous knowledge in North Benin. A sample of 80 holders of indigenous knowledge of prediction of climate events was selected using snowball sampling in the district of Gogonou. Data were collected during semi-structured interviews with the indigenous knowledge holders. Data included the profile of the knowledge holders, climate events and their prediction signs, and the planned responses in the face of climate events. Data were analyzed using discourse analysis and descriptive statistics. The results showed that the holders of indigenous knowledge of prediction of climate events are agropastoralists and some of their wives. They are over 60 years old and rooted in traditional religion. Climate events predicted were floods, pockets of drought, early cessation of rains, and invasion of fields by caterpillars. These climate events are predicted from animal, vegetable, and nature behaviors. The responses developed in the face of climate events are mainly the relocation of fields to firm land, the use of drought-tolerant varieties, the relocation of planting periods, and the planning of the suspension of children's schooling for spreading and planting operations. These findings demonstrate the necessity for policymakers to consider the value of indigenous knowledge to reduce the effects of climate change.

Distance Learning and Perceived Social Support: Identifying Protective Factors for Families' COVIDRelated Stress and Psychological Distress During the COVID-19 Pandemic

Abstract: It is critically important to understand the environmental contexts and demographic factors that put families at greater risk of COVID-related parenting stress. The current study examined a new scale measuring situational stress caused by concern about family safety and stability during the COVID-19 pandemic. We examined how this stress differed by socioeconomic status and children's schooling modality, and how this stress and parent social support affected parents' severity of overall psychological distress. Parents of children in distance learning experienced significantly less COVID-related family safety/stability stress. COVID-related family safety/stability stress was a significant predictor for severity of psychological distress, and this positive relationship was significantly moderated by perceived parent social support, controlling for all other predictors. Going forward, financial resources and perceived parent social support should be incorporated in plans to assist parents during the pandemic, as these serve as protective factors from COVID-related family safety/stability stress.

Child Flourishing, School Engagement, Physical Activity, and Screen Time During the Coronavirus Disease 2019 Pandemic in 2020.

To examine changes in flourishing, school engagement, physical activity, and recreational screen time among school-aged children in the United States during the Coronavirus Disease 2019 (COVID-19) pandemic in 2020. In this cross-sectional study, data come from the 2018-2020 National Survey of Children's Health for 68,203 children aged 6 to 17 years. Flourishing is always/usually curious to learn, resilient and having self-regulation. School engagement is always/usually completing homework and having interest in doing well in school. Other outcomes are daily 60+ minutes physical activity or number of such days, and daily recreational screen time or 2+ hours/day. Weighted regression models compare 2020 to 2019 and 2019 to 2018 adjusting for child/household covariates and state indicators. Among children age 6 to 17 years in 2020, there was a decline in flourishing (OR=0.69; 95% CI, 0.63, 0.75), school engagement (OR=0.71; 95% CI, 0.64, 0.79), physically active days (0.26 days, 95% CI, 35, 0.17), and daily 60+ minutes activity (OR=0.91; 95% CI, 0.83, 1.00), and increase in daily recreational screen time (0.29 hours; 95% CI, 0.25, 0.34) and 2+ hours/day (OR=1.65; 95% CI, 1.49-1.83) compared to 2019. These differences were observed across all evaluated demographic and socioeconomics subgroups. There were no significant differences between 2019 and 2018, indicating that the 2020-2019 differences were related to the pandemic rather than a continuation of prepandemic trends. Children's flourishing, school engagement, and physical activity declined while recreational screen time increased during the COVID-19 pandemic in 2020. Monitoring these outcomes in the long-run is important to assessing needs and promoting children's learning and development.

아동학대 및 학교폭력 피해경험과 청년기 사회적 고립의 관계에서 사회성 기술의 매개효과

아동학대 및 학교폭력 피해경험과 청년기 사회적 고립의 관계에서 사회성 기술의 매개효과

Educational attainment and trajectories at key stages of schooling for children with amblyopia compared to those without eye conditions: Findings from the Millennium Cohort Study.

Amblyopia is a neurodevelopmental condition resulting in reduced vision for which whole population child vision screening is undertaken. Cross-sectional studies have established an association between amblyopia and lower academic self-concept, slower reading speed. No difference has been found in educational performance in adolescence whilst there are mixed associations with educational attainment in adults. Educational trajectories and intentions have not been studied previously. We analyse if those treated for amblyopia have different educational performance and trajectories for core subjects during statutory schooling, or subsequent higher education (university) intentions than their peers without eye conditions. Data from the Millennium Cohort Study of children born in the United Kingdom in 2000-01 and followed-up to age 17 years (n = 9989). Using a validated approach drawing on parental self-report on eye conditions and treatment coded by clinical reviewers, participants were grouped into mutually exclusive categories: no eye conditions, strabismus alone, refractive amblyopia, strabismic/mixed (refractive plus strabismic) amblyopia. The outcomes were levels and trajectories of passing English, Maths, Science at ages 7-16 years, passing national exams at age 16, and intentions at ages 14-17 to pursue higher (university) education. Adjusted analyses showed that amblyopia status was not associated with performance in English, Maths, and Science at any key stage, attainment in national exams, or intending to go to university. Similarly, the age-related trajectories of performance in core subjects and higher education intentions did not differ between the groups. There were no significant differences in main reason for having or not having university intentions. We found no associations between a history of amblyopia and either adverse performance or age-related attainment trajectories in core subjects during key stages of statutory schooling as well as the absence of an association with intentions for higher education. These results should be reassuring to affected children and young people, and their families, teachers and physicians.

Childhood behavioral problems are associated with the intergenerational transmission of low education: a 16-year population-based study.

The intergenerational transmission of low educational attainment is well-documented, but little is known about how behavioral problems in childhood explain this association. Drawing upon a population-based cohort study (n = 3020) linked to administrative records, we investigated the extent to which inattentive, internalizing, externalizing, and prosocial behaviors at child ages 6-8years accounted for associations between parental education and child's risk of failing to graduate from high school. We adjusted for economic, demographic, cognitive, and perinatal factors, as well as parental mental health. Using logistic regressions and the Karlson-Holm-Breen decomposition method, we found that childhood behaviors together explained 19.5% of the association between mother's education and child's high school graduation status at age 22/23, and 13.7% of the association between father's education and this same outcome. Inattentive behaviors were most strongly associated with failure to graduate from high school, while the role of other behaviors was modest or negligible. Inattentive behaviors may represent a mediational pathway between parental education and child education. Early interventions targeting inattentive behaviors could potentially enhance the prospects of intergenerational educational mobility.

Shared and unique characteristics of school, cyber and family victimization among school‐aged children in Hong Kong

AbstractVictimizations from online and offline violence, such as sibling violence, school violence and witness of family violence, both have negative associations with victims' mental health and may share similar individual and family characteristics. This study aims to explore the common and differentiated characteristics in the prediction of school, cyber and family victimization and whether there are unique associations within these victimization types. We employed a two‐stage stratified sampling method to collect a representative sample of 5567 children aged 3–17 from a cross‐sectional, school‐based survey in Hong Kong. Results showed that all types of child victimization, including sibling, school and cyberbullying, as well as the witness of violence at home, were positively correlated with each other. Children's age was positively related to the occurrence and cooccurrence of all types of child victimization. Frequent family residential mobility and parents' higher education level were positively related to all types of children's victimization. The scores of all aspects of children's paediatric quality of life were found negatively related to children's school victimization. This study provides insight into the unique and shared elements of children's online and offline victimization. Knowledge of the distinguished familial gradients of child victimization at home and beyond could benefit the development of child victimization prevention.

Risks to Child Development and School Readiness Among Children Under Six in Pakistan: Findings from a Nationally Representative Phone Survey.

This paper analyzes the risks to child development and school readiness among children under age 6 in Pakistan. Drawing on a nationally representative telephone survey conducted in the midst of a global pandemic, between December 2021 and February 2022, we present the first nationally representative estimates of child development for children under 3 years of age and school readiness for children 3-6 years of age, using internationally validated instruments. The paper examines how risk factors that were exacerbated due to the COVID-19 pandemic, such as parental distress, lack of psychosocial stimulation, food insecurity, low maternal education, no enrollment in early childhood education, and living in a rural area, are associated with children's outcomes. The data indicate that more than half (57 percent) of parents with children under age 3 were distressed and that 61 percent of households reported cutting down on the size of or skipping meals since the start of the pandemic. The data reveal that over half of parents fail to engage in adequate psychosocial stimulation with their child and enrollment in early childhood education is very low (39 percent). The paper finds that child development outcomes decline rapidly as the number of risks increase. Specifically, for children under 3 years, lack of psychosocial stimulation at home and higher levels of parental distress were most significantly associated with lower child development levels. For a child aged 3-6 years, early childhood education enrollment and the amount of psychosocial stimulation the child received at home had the strongest association with school readiness scores.