Childhood School Research Articles

Campi di esperienza o campo dell’esperienza?

The theme of this article is the fields of experience, which, since 1991, and also in the "National indications...", argue, in an original way, about the offering of knowledge from the Italian early childhood school. It intends to show how the “Indications” are the provisional result of a long and potent tendency to didacticize the early childhood school, shaping it to the evaluative logics of the school that follows. The fields of experience, with their 30 years of life and their centrality, register, in an exemplary fashion, the realization of this trend, legible in later versions, mainly operational, that have been received little by little in ministerial texts, until they have reached the " Indications" in effect. The linguistic provocation of the title refers to the twist to which the concept of fields of experience is submitted, the aporias to which it leads, and finally, to a different and possible way to think about it and use it. The article ends, as a post-scriptum that has become urgent due to the circumstances, with some preliminary considerations about how the COVID-19, shutting down the schools as a physical place, along with its unveiling character, problematically obliges everyone to rethink their own options.

The influence of age, schooling, literacy, and socioeconomic status on serial-order memory

We aimed at investigating whether formal schooling and literacy favor progress in verbal serial-order short-term memory (STM). In Experiment 1, we presented children varying on age, school level, and socioeconomic background with a serial-order reconstruction task and observed differences related to both age and school level. Two subsequent experiments aimed at separating schooling- and literacy-related effects from age-related ones. In Experiment 2 we compared, on the one hand, performance of children of similar age but different school levels and, on the other hand, performance of children of same school level but different ages. We observed a schooling effect but no age effect on serial-order reconstruction: the youngest first-graders outperformed age-matched kindergartners but performed similarly as older first-graders of the same literacy level. Furthermore, children’s literacy abilities were strongly correlated to their serial-order reconstruction performance, even after controlling for the effects of non-verbal reasoning and vocabulary. In Experiment 3 we examined low socio-economic background adults presenting varying (correlated) levels of schooling and literacy: some had attended school in childhood for only a few years and were either illiterate or very poor readers, whereas others had attended school for at least 12 years. In addition to serial-order memory, item STM was assessed by a delayed single nonword repetition task. The groups differed on both STM tasks, which both correlated with their literacy abilities. Thus, literacy and schooling do not impact only order memory, but more generally verbal STM. Moreover, comparison between the adults’ and children’s data strongly suggests that it is schooling and/or literacy rather than age per se that matters for serial-order memory.

Recovery from stunting in early childhood and subsequent schooling outcomes: Evidence from NIDS Waves 1–5

ABSTRACTWhile an extensive literature documents the negative effects of stunting on children’s developmental potential, there is far less evidence on whether a recovery from stunting in childhood – often referred to as ‘catch-up growth’– helps mitigate the negative effects of early growth retardation. This paper explores the association between catch-up growth in early childhood and subsequent schooling outcomes using data from the first five waves of NIDS. The findings suggest that children who recovered from stunting in early childhood go on to complete fewer years of schooling compared to their non-stunted counterparts, driven in large part by a slower progression through school. However, there also appear to be heterogeneous effects depending on the extent of recovery; the small proportion of children who recovered substantially exhibit similar schooling outcomes to the non-stunted group. These results have important implications for the timing of nutritional (and other) investments in the early childhood period.

The Effects of Solid Cooking Fuel on Children's Schooling in Rural Vietnam

Gathering fuelwood for cooking and heating represents a considerable time burden for households in rural Vietnam. In this paper we examine the effects of fuelwood use on children’s school attendance using a panel of households from the Vietnam Living Standards Survey (VNLSS). We match individual households in the VNLSS to satellite imagery measuring leaf coverage at the time and location of each survey, providing a robust instrument to examine the impacts of resource collection on schooling. We find that using fuelwood as the primary energy source is associated with an 84 percentage point decrease in the likelihood of fulltime school attendance overall. Further, we do not observe any differences in the effects on boys or girls. Our results suggest that household energy choices and diminishing resource availability can have a lasting impact on childhood schooling and long-run poverty.

О подлинной социализации как условии становления ноономики: опыт междисциплинарного подхода

The article offers an interdisciplinary approach to the analysis of the socialization process in order to consider the possibility of transformation of human nature “from zoo to noo”. Social and philosophical theories of socialization of the Frankfurt school, economic theories of property relations transformation in the digital age, psychological theories of the socialization crisis and neurobiological theories are synthesized. The author substantiates the need to return at a higher level to the processes of socialization familiar to “pre-digital” generations, revealed in the Frankfurt school, which implied a dialectical synthesis of individualization and universalization of the person, taught people moral self-restraint and allowed them to form mutual recognition relationships. In the modern era, socialization is distorted, which creates the danger of dominance in society of the infant psyche in adults. This is accompanied by a trend towards total digitalization, including private life, which creates a massive situation of anthropological distrust. This does not take into account the fundamental dialectical principles of the human brain, which are discovered by neuroscientists. The use of dialectical methodology will allow the educated public to change the big data processing algorithms in order to put digital technologies at the service of human development, instead of adapting the men himself to existing digital technologies at the cost of his degradation. The modified data processing algorithms will stimulate the full development of a person, especially in early childhood and early school age. Only in this way may be genuine socialization in the direction to the noonomics.

PROBLEMAS DE SAÚDE DE CRIANÇAS DE UMA ESCOLA EM CABO FRIO – RJ: uma contribuição para a promoção em saúde

The outlined aim was to raise the health problems of schoolchildren at a municipal early childhood school located in the city of Cabo Frio - RJ. It is a descriptive, exploratory field research, with a quantitative approach. The scenario was a municipal school for early childhood education, located in the municipality of Cabo Frio, in the State of Rio de Janeiro. The information collected was organized in a database created in the Microsoft Excel® program, and a descriptive statistical analysis was subsequently carried out, the results of which were discussed based on theoretical bases relevant to the theme. The study had 34 participants. The health problems most observed among students by teachers and assistants refer to dermatological, respiratory, behavioral disorders and related to poor hygiene practices. It is worth noting that professionals who work with children in a school environment need to be adequately trained to face the difficulties that may arise during the illness process, as well as with special children, thus allowing the objective of their work to be achieved.

Social constructivism and play of children with autism for inclusive early childhood.

It has been more than two decades since Mallory & New (1994) proposed the use of Lev Vygotsky’s social constructivist theory as a framework for inclusive practices in early childhood education. This article relates part of a research on the play interactions of children with Autism Spectrum Disorders (ASD) within an inclusive early childhood school to the elements of sociocultural theory. Direct observation within the natural play settings of nine children with ASD between two- to five-years old was used to gather data for this study. Interactions within the indoor and outdoor play routines of children with ASD with their peers and educators were observed and recorded for two weeks. The anecdotes of the play interactions derived from the recordings were coded into five play categories to determine how routines for play reflect the interactions experienced by children with ASD. The aim of this article is to provide documentations of the play interactions of children with ASD within their natural educational settings and examine how the elements of social constructivism as a theoretical framework for inclusive practice are reflected. In line with the writings of Mallory, this paper intends to demonstrate how a theoretical framework could guide educational practices.

Head circumference at birth and school performance: a nationwide cohort study of 536,921 children.

Early measures of cognitive function are of great public health interest. We aimed to estimate the association between head circumference at birth, a measure of cerebral size, and school performance. We conducted a nationwide cohort study of all liveborn singletons in Denmark, 1997-2005. The association between birth head circumference z score and test scores in reading and mathematics from a nationwide mandatory computer-based school test program (7-16 years) was estimated by multivariable linear regression adjusted for potential confounders. The cohort included 536,921 children. Compared to normocephalic children, children with microcephaly [<-2 standard deviations (SD)] had lower mean reading scores: second grade: -0.08 SD (95% CI -0.10 to -0.06), eighth grade: -0.07 SD (95% CI -0.10 to -0.04). Macrocephaly (>+2 SD) was associated with higher scores. In normocephalic children, each SD increase in head circumference was associated with a 0.03 SD (95% CI 0.03 to 0.04) increase in mean reading scores. The results were similar across grades within both reading and mathematics. Prenatal brain growth may be causally related to childhood school performance. The demonstrated differences are unlikely to be clinically relevant at the individual level but may be important at a public health level.

Infancia escolarizada en zonas rurales de la costa de Chiapas: condiciones de centros educativos preescolares

En el marco de los estudios de las infancias y su diversidad, abordando en particular la primera infancia escolarizada en contextos rurales, se desarrolló una investigación en la zona costa de Chiapas, México, para conocer la situación de instituciones que atienden infancia desde la perspectiva de los actores formadores: docentes y directivos. Los datos recolectados provienen de centros preescolares generales, Centros de Educación Comunitaria del Consejo Nacional de Fomento Educativo (CONAFE) y un Centro de Desarrollo Infantil. Se presentan resultados de las condiciones físicas, de formación, legales y de atención de dichas instituciones y se discuten los resultados en el marco de la infancia escolarizada y la marginación de la educación en contextos rurales.

Sexual risky behavior, cocaine and alcohol use among substance users in an outpatient facility: a cross section study

BackgroundSubstance dependence is considered an international health issue and studies that access the characteristic of this population are required to develop public health programs for harm reduction. To this aim, we purpose to to identify, in a population undergo addiction treatment, if the use of substances leads to sexual risky behavior and also check if another variables influences in this behavior.MethodObservational study of clinical sample collected of adult patients seeking treatment to dependence of alcohol and cocaine. The data collected were: socio-demographic, substance use, sexual behavior and childhood abuse. Risky sexual behaviors were considered: inconsistent use of condoms and presence of multiple sexual partners in the past six months. An exploratory analysis of the association between the variable “risky sexual behavior” and the other variables was performed using Pearson’s chi-square, followed by a multivariate logistic regression analysis.ResultsAfter analyzing the variables with the presence or absence of risky sexual behavior, were included in the logistic regression the data that presented association with sexual risk behavior, and age appears as an independent factor for risky sexual behaviors. Other factors, such as schooling and unemployment, influence as much as the use of substances in risky sexual behaviors.ConclusionAttributing just to the substance use this risky sexual behavior seems too simplistic. Other structural factors such as schooling, work, age and sexual abuse in childhood can influence decision making for safe sex.

Understanding food allergy education needs in early childhood schools

Understanding food allergy education needs in early childhood schools

Financial Trouble Across Generations: Evidence from the Universe of Personal Loans in Denmark

Abstract This article uses administrative data with longitudinal information about defaults for the entire Danish population to analyse the driving forces behind financial problems. Non-parametric evidence shows that the default propensity is more than four times higher for individuals with parents in default compared with that for individuals with parents not in default. This intergenerational relationship is apparent soon after children move into adulthood and become legally able to borrow, and is remarkably stable across parental income levels, childhood school performances, levels of loan balances and time periods. The evidence indicates that inherited financial behaviour is important for explaining differences in financial trouble.

Adapting the Reggio Emilia Approach in Libraries

After the devastation of World War II, the parents of the Italian city of Reggio Emilia came together with a plan to build early childhood schools that would foster rich learning environments and critical thinking for their children.That philosophy, known as the Reggio Emilia Approach (REA), was developed in the mid-1940s and was groundbreaking due to its participative and collaborative nature among children, parents, and educators.

Peran Tenaga Kesehatan dalam Perilaku Imunisasi Dasar pada Peserta Didik PAUD Kelurahan Ciampea dan Kalibata

Immunization is effective way to reduce morbidity and mortality of infectious diseases. However, there is only 59,2% early child in Indonesia is fully immunized. Health workers have an important role in that practice. Immunization status of children in Ciampea and Kalibata Early Childhood School has not known Their health worker�s role either. Therefore, this study was conducted to know the role of health worker in early childhood students in Ciampea and Kalibata Preschool. This study used a cross-sectional design. With quota as its sampling technique, there were 145 early child aged 12-59 months. multivariate. After multivariate analysis, the result of this study describes there is health worker advice is significantly associated with primary immunization with AOR 5,27 (95%CI: 1,05 � 26,32) dan p-value = 0,043. The mother who had to advise from health workers is 5,27 likely had fully immunized their children. Hence, health workers capacity should be increased to get more fully immunized early child.

Desenvolvimento neuropsicomotor e o brincar de crianças em uma unidade de educação infantil

Este estudo teve como objetivo verificar a relação entre as características do brincar e o desenvolvimento neuropsicomotor de crianças de uma Unidade de Educação Infantil (UEI). Trata-se de uma pesquisa com delineamento longitudinal, de caráter descritivoexploratório, observacional e com abordagem quantitativa dos dados. Participaram 23 crianças, de ambos os sexos, com idade entre 3 e 4 anos, matriculadas em uma UEI do município de Belém-PA, em 2017. Para registro das características do brincar das crianças na escola foi utilizado o Protocolo de Observação do Brincar (POB) e para avaliação do desenvolvimento neuropsicomotor usou-se o Teste de Denver II. O estudo revelou que 56,5% das crianças apresentaram o resultado suspeita de atraso no desenvolvimento. As variáveis do brincar que tiveram associação estatisticamente significativa com a suspeita de atraso no DNPM, a partir do Teste U de Mann-Whitney foram: interação em grupo (p=0,04), brincadeira proposta pelo objeto (p=0,03) e não brincadeira-exploração (p=0,02). Considera-se que esta pesquisa possa contribuir para a identificação precoce de desvios no desenvolvimento de crianças no contexto escolar.

O estado do conhecimento de pesquisas sobre a história das instituições escolares denominadas patronatos de menores (2000-2018)

O artigo apresenta um mapeamento sobre as pesquisas acadêmicas produzidas no Brasil no campo da História da Educação e História das Instituições Escolares que elegem como objeto de investigação os Patronatos de Menores. Trata-se de um estudo de natureza bibliográfica que tem por objetivo elaborar um Estado do Conhecimento, analisando as principais temáticas, lacunas e tendências exploradas em tais produções no período de 2000 a 2018. Utilizamos como fontes de pesquisa o Catálogo de Teses e Dissertações da CAPES; a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD); a Biblioteca Digital da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED – GT História da Educação); repositórios de Programas de Pós-Graduação stricto sensu em Educação; os acervos digitais dos cinco periódicos nacionais especializados em História da Educação; Anais de Eventos da área e livros. Os referenciais teóricos estão fundamentados nas obras de Gatti Júnior (2007), Magalhães (2004), Nosella e Buffa (2005), Sanfelice (2006), entre outros. Foram analisados um total de 22 produções. Os resultados apontam que, embora as pesquisas no campo da História das Instituições Escolares tenham se solidificado e aumentado significativamente nas últimas décadas, o número de trabalhos acerca dos Patronatos é exíguo; as produções que se debruçam sobre esse objeto versam principalmente sobre o ensino profissionalizante agrícola, a educação rural e a escolarização da infância pobre, enquanto que uma parcela menor demonstra uma tendência crescente em utilizar a cultura escolar como categoria de análise para o estudo dessas instituições.

쿠로파트킨(А. Н. Куропаткин)과 러일전쟁 — 러일전쟁 전야 러시아 군부의 극동전략을 중심으로 —

Kuropatkin entered the army childhood school in 1864 and graduated in 1866. Kuropatkin was a military god from 1898 to 1904. Kuropatkin commanded the Russo-Japanese War from February 7, 1904 to October 13, 1904, as general commander of the Manchu army, from October 13, 1904 to March 3, 1905, as chief of the navy and naval forces. From March 8, 1905 to February 3, 1906, he was the first commander of the Manchu army. He led the Russian army in the battle of Nursing and Bongcheon, but they were all defeated. In 1906 he became a member of the National Council and returned to commander of the Supreme Command during the First World War. After the February Revolution of 1917, Kuropatkin''s authority as commander of the military province was confirmed through the telegram of Gutskov on behalf of the Provisional Government Army, and all his posts were maintained. However, in the spring of 1917, Kuropatkin was taken to all positions by the Tashkent Military Workers'' Council and transferred to Petrograd, which was liberated by interim government after the house arrest. He died on January 16, 1925. Kuropatkin identified three causes of the Russo - Japanese War. The first was the Manchurian passage of the Trans-Siberian Railway, led by Witte. He recognized this as the most serious cause. However, he complained that he was unable to take any measures because he was the commander of the Caspian Sea region. The second was the Yalu River Forest Development Company, led by bezobrazov. The political and military nature of the company has led Japan to suspect Russian merger of Korea. Two special meetings and one hearing were held to limit the activities of the Yalu River Forest Company, but the activities of the Yalu River Forest Company, which symbolizes the dispute with Japan, were not stopped. The third was the policy of the Far East governor-general Alekseyev. Alekseyev stopped Russia''s mandatory demolition and opposed negotiations with Japan. He opposed Russia''s demise of Manchuria by believing that strengthening Russian military power in the Far East was a way to prevent war with Japan, and saw Russia and Japan''s compromise impossible because of Russia''s national interests and Japan''s ambitious plans.

BUILDING THE CITY (VILLAGE) OF THE FUTURE WITH SCHOOL, YOUNG CHILDREN AND FAMILIES

In this paper, we want to address the issue of the relationship between social space, education methods and institutions that carry out education today and project the future of the society: human, social, economic and cultural. The inclusion of infants and children in education in our day in the Korca region, Albania, has attracted the attention of the University and local municipal institutions, in order to form them in accordance with the best educational programs and perspectives used today. Over the last years in Albania, pre-university education such as university campuses has been overwhelmed by political changes in the country, but also by new visions driven by both the outside and the emerging needs of the country. Albania has a set of well-developed laws for covering sectoral policies and delivery of services to all children (0 to 18 years). However, a suitable environment for early childhood development has not yet been established. Basically, early childhood education, care and development are a proven and very important investment in national wellbeing. Investing in quality early-learning programs is one of the most effective ways to improve children’s success in school, to increase incomes and to reduce costs to society. In Albania there is a wide range of early childhood development services, including childcare, pre-school education and programs for vulnerable children. Early childhood development is a multidimensional process. To meet the diverse needs of children during the first years of life, government coordination is indispensable both horizontally in different sectors, and vertically from local to national levels. We will try to present the conditions and qualities of buildings and facilities of the century 21's, along with trends toward standards of new Early Childhood school, to offer the knowledge required by implementing them new standards. The theoretical part analyses some important information child care centers, function-related, space and safety, decoration, comfort, materials, the relationship between educators and children and many other factors. The programs and curricula that take place today at our University aim to build an education with contemporary standards, in cooperation with local administrations and organized institutions that care for infants and children. This cooperation has created examples of good practices in the Early Childhood School of our region.

Sistemas de atención a la educación infantil en América Latina y El Caribe (AL y C)

El propósito de este artículo se centra en conocer cómo se estructuran los sistemas educativos de los países de América Latina y la Región de Caribe respecto al tramo de la primera infancia. Se llevó a cabo el análisis de diversos informes internacionales y documentos oficiales sobre los avances de los programas en cuanto a cobertura, inversión, regulaciones, entre otros. La naturaleza de carácter documental de este trabajo permite una aproximación comparada entre los países acerca del modo en que aborda la escolarización de la primera infancia en cada país de la región. Uno de los logros más destacados es el vinculado a la expansión del primer nivel educativo y a la cobertura alcanzada. Cada vez más las sociedades están conscientes de la función esencial que tiene la educación infantil en el bienestar de los niños y niñas y cómo esta influye en su desarrollo cognitivo y socioemocional. Aunque se reflejan disparidades considerables entre un país y otro, pero la universalización del nivel juega como un factor determinante para hacer frente a las desigualdades sociales y favorecer unos mejores resultados generales de los estudiantes. Por otro lado, los países que hacen mayores inversiones son los que tienen un mayor desarrollo social.

P129 How Teachers’ Childhood School Lunch Experiences Impact Their Views and Actions Related to School Lunch with Their Students

Background Students who regularly consume school meals have a higher diet quality than students who do not. K-12 teachers are uniquely poised to promote and advocate for school lunch, but little is known about teachers’ personal school lunch experiences, and how those experiences impact their current students. Objective This study explored teachers’ childhood perceptions and experiences with school lunch and how those experiences relate to their current involvement with their students’ participation in school lunch. Study Design, Settings, Participants This was a cross-sectional qualitative study of a unique, interactive, two-hour theatrical workshop in the Smith Learning Theatre at Teachers College, Columbia University in New York City. The theater was configured to simulate a school environment for a series of performance activities and discussion among ten K-12 teachers. Measurable Outcome/Analysis Teachers pictorially represented and discussed their school lunch experiences and memories. Observations, memos, audio and video data were thematically analyzed with inductive and deductive processes. Results All teachers experienced eating school lunch at one time or another in their lives. Overall, their experiences focused on the social aspect of lunch, rather than the food. The lunch period was viewed as a means to interact with classmates and a springboard to recess. None of the teachers remembered interacting with their own teachers during lunch. In their professional lives, teachers value food as a tool for their students’ academic success, yet most are not in the lunchroom when their students eat. All engage with their students in some capacity with food and healthy eating habits, but not in the lunchroom. Conclusion By not spending time in the lunchroom these teachers are perpetuating the practice of teacher absence during lunch. This is a missed opportunity for teachers to encourage healthy eating habits, since students see teachers as role models. Teachers valued their students being properly nourished to achieve academic success. Therefore, more support is needed for teachers to become better advocates for students to take and eat school lunch. Funding Teachers College.