Children's Initiative Research Articles

ПРИОБЩАВАНЕ НА ДЕЦАТА КЪМ ОБЩОЧОВЕШКИТЕ НРАВСТВЕНИ ЦЕННОСТИ

Practice in kindergarten shows the expediency in the application of the situational approach in organizing the work for the perception of the art work. This approach creates rich opportunities for organizing the process of perception of the literary work as a communicative process, as an aesthetic activity. The variety of methodological techniques provokes children's creative initiative and creates conditions for the child's active attitude to the literary work both in the process of perception and in the moments of independent creativity. The child's imagination is unlocked, thinking activity is activated, resulting in a whole chain of associations and emotions. Fiction satisfies the pre-school child's need to act, to take part, albeit imaginatively, in interesting and appealing events, identifying his or her personality with the characters of the work.

유-초 이음 관련 ‘학교’ 그림책 읽기 과정에서 나타난 유아의 반응 탐색

The purpose of this study is to explore children’s responses during the reading process of ‘school’ picture books for kindergarten-elementary school transition. Data was collected and analyzed from 16 five-year-old children in K kindergarten located in S city, Gyeonggi-do. The research findings are as follows: First, children expressed expectations about the main character's happy and enjoyable school life, related their own experiences to the main character's experiences, and talked about the main character's limitations and difficulties. In addition to empathizing with the protagonist, they responded by presenting opinions different from those of the protagonist. Second, children showed responses that extended beyond empathy and exploration for the protagonist to cooperative relationships surrounding the protagonist. The reaction to the collaborators around the protagonist was interested in the collaborator and responded to delivering his or her story from the perspective of the collaborator. The results of this study are significant in that they focus on children's initiative in the direction and approach of linking kindergarten and primary school and present a discussion on children's independent and active participation in the linking process.

부모-아동 상호작용 시 사용언어에 따른 아동의 의사소통 행동 비교: 놀이 상황을 중심으로

This study aims to comparatively analyze children's communicative behaviors based on the language (Korean or English) used by their mothers during the mother-child interactive play task. Twelve children aged 19 to 31 months participated. The play task included a free play phase (1 minute), first Korean play phase (3 minutes), English play phase (3 minutes), and a second Korean play phase (3 minutes). Mothers completed pre- and post-experiment questionnaires. The Wilcoxon signed-rank test examined differences in children's communicative initiations, breakdowns, response rates, and communication forms depending on the language used. No significant differences in communicative initiations were found across phases. Communicative breakdowns were significantly higher during the English phase compared to the second Korean phase. Response rates and languagebased communication were significantly higher in the Korean phases. Most mothers reported varied communication styles and discomfort during the English phase. The study demonstrates that children's communicative behaviors vary with the language used by their mothers, emphasizing the importance of using a mother's native language for effective communication and development.

개정 누리과정 실행 및 실천 연구에 대한 내용 탐구

The purpose of this study is to explore research on the implementation and practice of the 2019 revised Nuri Curriculum and investigate ways to implement the curriculum based on the results of this study. For this purpose, the contents of 55 studies related to the implementation and practice of the 2019 revised Nuri Curriculum studied between 2019 and 2023 were analyzed. As a result, three content characteristics of the revised Nuri Curriculum implementation and practice research emerged. Firstly, it is implemented in a direction centered on children and play, supporting children's initiative, and pursuing teacher autonomy. Based on these research results, it was suggested that there is a need to pursue a direction for the future curriculum implementation to include understanding curriculum performance through educational practice, understanding and supporting children's learning, and providing an educational environment in which teachers' autonomy can be expressed thoroughly.

Mengembangkan Sosial Emosional Anak Usia Dini Melalui Bermain

Playing is an activity that is very important for children's growth and development. Playing must be carried out on the child's own initiative, playing in a fun way provides a learning process for the child. Playing can also stimulate various things in children's development, such as physical movement, cognitive, mathematical logic, language, moral-religious, socio-emotional and artistic. Through play, children's creativity will awaken and develop optimally. Child and socio-emotional development: In principle, children learn through social interactions, both with adults and peers. Social development has a positive impact on children's growth and development. Social development supports communication skills, academic success and school adjustment, strengthens peer relationships, and creates a positive learning environment. Therefore, this skill must be developed optimally from an early age. Playing is one way to develop social-emotional skills in childhood. Play can be used as an alternative means to improve social and emotional development in children.

134-OR: The Safety and Efficacy of Virtual Insulin Pump Initiation in Children and Adolescents with Type 1 Diabetes in the United States

134-OR: The Safety and Efficacy of Virtual Insulin Pump Initiation in Children and Adolescents with Type 1 Diabetes in the United States

Интерпсихическое начало учебного действия моделирования

<p>The content of education becomes the key to the development of the learner's agency when the teacher encourages children to independently construct a new concept using educational models. Using the case study method, we analyzed child-adult interactions at one of the key points of the emergence of children's independence in working with educational models. For this study we analyzed the lessons, where the primer by D.B. Elkonin was used. The focus of our observations was on the stage of transformation of the original model of sound-letter relations when students are faced with facts that contradict the principle described in this model. It is shown that in this situation, the initiative of learners can be directed by the adult entirely to the conceptual content of their work and presented in two modalities: in thinking about the connections between already learned concepts and new ones, constructed here and now, and in understanding the thoughts of classmates about these connections. At the same time, the teacher's efforts in real educational interaction are directed primarily at interweaving the disparate threads of children's conceptual initiatives, and in this way, at building a form of cooperation that is adequate to the content of notions constructed by students.</p>

Study on the mechanism of executive function in children's sleep initiation problems

Study on the mechanism of executive function in children's sleep initiation problems

유아기 자녀를 양육하는 어머니의 모-자녀 애착 인식에 관한 주관성 연구

Objectives The purpose of this study is to explore perceptions of mother-child attachment in mothers with preschoolers. This study aims to classify types of perception and investigate their characteristics using the Q methodology.
 Methods To this end, 145 statements were created through literature analysis and in-depth interviews, and 40 statements were selected among them to create Q-sample. A total of 33 Korean mothers raising their firstborn or only child were chosen as the P-sample, and Q-sorting was conducted. Subsequently, the analysis was conducted using the QUANL Program.
 Results The study results were classified into five types. Type 1 was ‘affectionate and intimate positive emotional attachment type’, characterized by expressing love to their children and fostering positive emotions. Type 2 was ‘ambivalent emotional attachment type to the maternal role’, where mothers prioritize their children over themselves due to their maternal role but experience negative emotions. Type 3 was ‘confused and negative insecure attachment type’, displaying negativity towards themselves as parents and their children. Type 4 was ‘autonomous relationship attachment type that respects children's initiative’, acknowledging and supporting their children's proactive exploration of the world. Type 5 was ‘authoritative relationship attachment type’, characterized by a good understanding of their children, enjoying the relationship, and setting clear rules and boundaries.
 Conclusions The results of this study have research value in that they investigate and categorize the subjective thoughts of mothers who are raising preschool-aged children regarding attachment. It is expected to be used as basic data for parenting counseling and educational program development for mothers with preschool children.

IMPORTANCE OF NATURE GAMES FOR ELEMENTARY SCHOOL AGED CHILDREN

The article explores the positive aspects of school-age children's relationships with nature. Nature games offer children the opportunity to explore the environment, experiment, use their imagination and create new situations. When children play in nature, they encounter a variety of obstacles and challenges that require them to use creative strategies to solve problems. The article discusses how play activities in nature contribute to the cognitive, behavioral and social-affective development of children. This includes the ability to generate new ideas, find innovative solutions, think flexible and adaptive, and try different approaches to problem solving. The natural environment also stimulates children's imagination and the ability to see connections and relationships between different objects and phenomena. The article also looks at methods and strategies that educators and parents can use to support the development of school-age children with outdoor play. This may include creating a structured environment for play, encouraging free exploration, supporting children's initiative and providing opportunities for independent problem solving. In general, the scientific article emphasizes the importance of nature games and activities for school-age children. It contributes to the formation of critical thinking, determination skills and innovative thinking ability, which is an important factor in the development and learning of children.

‘I never win’: How children and staff in residential facilities experience meaningful participation

AbstractPolicymakers increasingly emphasize the importance of achieving meaningful participation of children living in residential care. To achieve the goal of participation, children must be adequately informed, have opportunities to express themselves freely and to be heard, and be given the opportunity to influence decisions about their lives. This study investigated the views and experiences of both children and staff with respect to children's participation in residential facilities in Norway. We conducted both focus‐group and individual interviews with 6 children and 18 staff members at different facilities. Qualitative interview data were analysed using the dimensions of meaningful participation: informing, hearing and involving. The study offers three main findings. First, children's initiatives determine if staff inform them of their rights, with two exceptions: children are presented with information by staff when they arrive at a facility and/or after staff use coercion that requires protocols. Second, staff members expressed the importance of listening to children's opinions in a standardized way, following bureaucratic guidelines and structures. Third, several children stated that, no matter what they say, they cannot change the minds of staff members. These findings reveal that the dimensions of meaningful participation (informing, hearing and involving) are not all fully present at these facilities. Further research is needed to determine how to achieve in practice the policy goal of participation of children in residential care.

The present and the future of doing philosophy with children

This paper is an introduction to the dossier on “the present and the future of doing philosophy with children”, which itself drew inspiration from a conference on the same topic that was held in University College Dublin on the 24th of June 2022. While the conference aimed at building a case for the importance of engaging pre-college students in philosophical thinking, it also aspired to function as a forum where the participants can critically reflect on the practice of doing philosophy with children. The participants were asked to reflect on 1) the ways in which philosophy prepares children to engage with an increasingly complex world; 2) the future challenges of the P4wC movement; 3) the ways in which and the extent to which P4wC practice contributes to the decolonization of childhood discourses; 4) the ways in which and the extent to which the philosophy with children initiative addresses issues of epistemic injustice and educational and social inequalities. Building on the discussions that took place during and after the conference, the authors in this dossier interrogate the hierarchical opposition between child and adult, and cast a critical gaze on adultist assumptions that prevent Philosophy for/with Children initiatives from achieving their full potential.

메타인지기반 바깥놀이 수학활동이 유아의 놀이몰입과 자기주도성에 미치는 영향

This study examined the effects of metacognition-based outdoor play math activities on young children's play flow and self initiative. The main results are presented as follows. First, the effect of metacognition-based outdoor play math activities on the total play flow and sub-factors of play flow of young children was examined. As a result of dividing the comparison group and the experimental group into before and after, the post-score was higher than the pre-score in both the entire play group and sub-factors. In addition, as a result of examining the difference between the comparison group and the experimental group by conducting covariate analysis, it was found that there was a significant difference between the two groups in both total flow in play and sub-factors(play challenge, play concentration, play control, goal and process, motivation and emotion, and sense of time). Second, the effect of metacognitive-based outdoor play mathematical activities on infants' self-directed and self-directed sub-factors was examined. First of all, as a result of classifying the control group and the experimental group into pre- and post-mortem, it was found that the average of post-score was higher than the pre-score in both the overall self-directed and sub-factors. In addition, covariate analysis was conducted to confirm the difference between the control group and the experimental group, and it was confirmed that there was a significant difference between the two groups in both overall self-initiative and sub-factors (emotional ability, communication, and achievement motivation). Therefore, it has been confirmed that metacognition-based outdoor play mathematics activities were effective, and in order to enhance infants' play immersion and self-directedness, teachers themselves should recognize the importance of metacognition, have knowledge of the subject, and train infants with metacognitive skills.

Protecting Children's Environmental Health in a Changing Climate: A Model Collaboration of the Maternal and Child Health Section and the Environment Section of APHA.

The complexities of modern civilization, coupled with challenges including systemic racism and climate change-related impacts, compel public health professionals to break down silos and collaborate towards the shared goals of protecting the wellbeing of current and future generations. This article highlights the growing collaboration between the Maternal and Child Health (MCH) and the Environment (ENV) Sections of the American Public Health Association (APHA) as members bring their collective focus to the protection of children's and pregnant people's environmental health. The MCH Section and the Children's Environmental Health (CEH) Committee of the ENV Section are collaborating on efforts to: inform key stakeholders?including public health and health care professionals, child care professionals, families, and youth?about environmental hazards and climate change impacts to children's and pregnant people's health and wellbeing; and provide tools and guidance about how to best protect these groups and how to advocate for climate action. The CEH Committee embraces a health equity paradigm and intentionally centers environmental, racial, and social justice as integral to effective children's health and climate change initiatives. Projects to date include multiple joint sessions about children's environmental health and climate change at APHA's annual meetings, publications and various children's environmental health tools and resources, including a toolkit and lesson plan that equips public health professionals to provide guest lectures at their local high schools on climate change and health, and educational materials for caregivers on extreme heat, wildfires, and ticks and mosquitos. This collaboration could serve as a replicable model that can be applied to other interdisciplinary efforts seeking strategic partnerships to address complex health issues.

어머니와 교사가 평정한 유아의 주도성과 자기통제가 운동발달에 미치는 영향

Objectives The study noted the importance of child motor development, confirming the impact of mother-reported and teacher-reported child initiative and self-regulation on the children’s motor development.
 Methods For 278 children, motor development was measured using the Test of Gross Motor Development (TGMD-II), and child initiative and self-regulation data were collected from 278 mothers and 14 teachers using the Devereux Early Childhood Assessment questionnaire.
 Results There was a difference in child motor development according to the level of initiative and self-regulation. The higher the mother evaluates her child's self-regulation, the higher the teacher evaluates the child's initiative, the better the child's locomotion skills were. With this, the higher the mother and teacher assess the child's self- regulation, the higher the teacher assessed the child's initiative, the better the child's object-control skills were.
 Conclusions The results of this study provide examples of whole child by empirically illustrate the relationship between social emotional development and physical motor development.

Peningkatan Literasi Keuangan dan Kepedulian Ekonomi Anak berbasis Pretend Play bagi Orang Tua

Purpose: The level of financial literacy of the Indonesian people is still relatively low, making it necessary for citizens to have an increase in financial literacy. This is especially so for children, because this consumptive behavior is starting to be imitated by children along with the increasing number of advertisements on TV and social media. This community service activity (PKM) aims to provide financial literacy assistance to young children by using the pretend play method which is very appropriate for the stages of early childhood development in order to increase the habit of saving money Methodology: This activity was carried out using mentoring and socialization methods as well as a grand launching of books and financial literacy media Result: The event ran smoothly and was full of appreciation from the participants who attended. The context of play makes children happy in learning activities which will have an impact on increasing children's interest in learning. So, with an increase in children's interest in learning, it is hoped that the child's initiative will emerge in carrying out activities related to what is being studied. Limitations: Teach children to love saving Contribution: Parents are able to understand how important financial literacy is for early childhood and know the pretend play learning method in teaching financial literacy to children. In addition, this assistance can increase efforts to like to save in early childhood

Embedding Play to Enrich Physical Therapy.

Play is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers. Pediatric physical therapists often use play as a modality to engage children in therapeutic assessment and interventions. Careful consideration of the design and use of physical therapy that embeds play is needed. Following a 3-day consensus conference and review of the literature, we propose physical therapy that embeds play should consider three components; the child, the environment, and the family. First, engage the child by respecting the child's behavioral state and following the child's lead during play, respect the child's autonomous play initiatives and engagements, use activities across developmental domains, and adapt to the individual child's needs. Second, structure the environment including the toy selection to support using independent movements as a means to engage in play. Allow the child to initiate and sustain play activities. Third, engage families in play by respecting individual family cultures related to play, while also providing information on the value of play as a tool for learning. Partner with families to design an individualized physical therapy routine that scaffolds or advances play using newly emerging motor skills.

Association of parental divorce, discord, and polygenic risk with children's alcohol initiation and lifetime risk for alcohol use disorder.

Parental divorce and discord are associated with poorer alcohol-related outcomes for offspring. However, not all children exposed to these stressors develop alcohol problems. Our objective was to test gene-by-environment interaction effects whereby children's genetic risk for alcohol problems modifies the effects of parental divorce and discord to predict alcohol outcomes. The sample included European (EA; N=5608, 47% male, Mage ~ 36 years) and African (AA; N=1714, 46% female, Mage ~ 33 years) ancestry participants from the Collaborative Study on the Genetics of Alcoholism. Outcomes included age at initiation of regular drinking and lifetime DSM-5 alcohol use disorder (AUD). Predictors included parental divorce, parental relationship discord, and offspring alcohol problems polygenic risk scores (PRSALC ). Mixed effects Cox proportional hazard models were used to examine alcohol initiation and generalized linear mixed effects models were used to examine lifetime AUD. Tests of PRS moderation of the effects of parental divorce/relationship discord on alcohol outcomes were examined on multiplicative and additive scales. Among EA participants, parental divorce, parental discord, and higher PRSALC were associated with earlier alcohol initiation and greater lifetime AUD risk. Among AA participants, parental divorce was associated with earlier alcohol initiation and discord was associated with earlier initiation and AUD. PRSALC was not associated with either. Parental divorce/discord and PRSALC interacted on an additive scale in the EA sample, but no interactions were found in AA participants. Children's genetic risk for alcohol problems modifies the impact of parental divorce/discord, consistent with an additive model of diathesis-stress interaction, with some differences across ancestry.

Pediatric biobanks to enhance clinical and translational research for children.

Including children in biomedical research is an argument for continual reflection and practice refinement from an ethical and legal standpoint. Indeed, as children reach adulthood, a reconsent method should be used, and data connected with samples should ideally be updated based on the children's growth and long-term results. Furthermore, because most pediatric disorders are uncommon, children's research initiatives should conform to standard operating procedures (SOPs) set by worldwide scientific organizations for successfully sharing data and samples. Here, we examine how pediatric biobanks can help address some challenges to improve biomedical research for children. Indeed, modern biobanks are evolving as complex research platforms with specialized employees, dedicated spaces, information technologies services (ITS), and ethical and legal expertise. In the case of research for children, biobanks can collaborate with scientific networks (i.e., BBMRI-ERIC) and provide the collection, storage, and distribution of biosamples in agreement with international standard procedures (ISO-20387). Close collaboration among biobanks provides shared avenues for maximizing scarce biological samples, which is required to promote the translation of scientific breakthroughs for developing clinical care and health policies tailored to the pediatric population. Moreover, biobanks, through their science communication and dissemination activities (i.e., European Biobank Week), may be helpful for children to understand what it means to be engaged in a research study, allowing them to see it as a pleasant, useful, and empowering experience. Additionally, biobanks can notify each participant about which projects have been accomplished (i.e., through their websites, social media networks, etc.); they can facilitate future reconsent procedures and update sample-associated data based on the children's growth. Finally, because of the increasing interest from public and commercial organizations in research efforts that include the sharing and reuse of health data, pediatric biobanks have a crucial role in this context. Consequently, they could benefit from funding opportunities for sustaining research activities even regarding rare pediatric disorders. Conclusion: Pediatric biobanks are helpful for providing biological material for research purposes, addressing ethical and legal issues (i.e. data protection, consent, etc.), and providing control samples from healthy children of various ages and from different geographical regions and ethnicities. Therefore, it is vital to encourage and maintain children's engagement in medical research programs and biobanking activities, especially as children become adults, and reconsent procedures must be applied. What is Known: • Biobanks are critical research infrastructures for medical research, especially in the era of "omic" science. However, in light of their fragility and rights children's participation in biobanking and medical research programs is a complex argument of continuous debate in scientific literature. What is New: • We propose a review of the literature on pediatric biobanks with a particular focus on oncological biobanks. The main current limitations and challenges for pediatric biobanks are presented and possible solutions are discussed.

FEATURES OF THE USE OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION METHODS IN PSYCHOLOGICAL SUPPORT OF CHILDREN WITH AUTISM SPECTRUM DISORDER

The article analyzes and substantiates the peculiarities of the implementation of modern methods of auxiliary and alternative communication in the process of psychological support of children with autism spectrum disorders. Modern experience shows that in the conditions of early intervention, the development of children with autism spectrum disorder acquires stable positive dynamics. Assistance to children with autism spectrum disorder is most successfully provided in the paradigm of complex support. In children with autism spectrum disorders, disorders in the field of social communication and language pragmatics are found in all without exception, regardless of age and level of development. An analysis of the views of various researchers on the problem of communication and speech disorders in children with autism spectrum disorders suggests that the introduction of alternative and auxiliary communication means is an effective intervention that gives quick results and has a positive effect on the development of communication and language. The best result is achieved in a situation where the child's environment supports the practice of using alternative and auxiliary communication tools, knows how to respond correctly to the child's communicative initiatives, create situations in which he could use alternative and auxiliary communication tools and conduct training in the process of everyday interaction. Accordingly, the authors of the article actualize the issue of finding alternative opportunities to build a communicative space between the child and parents, as well as the implementation of auxiliary communication methods using modern mobile applications and devices. When choosing means of additional communication, the level of communicative development, communicative capabilities and abilities of the child are assessed. As part of an empirical study, the positive results of the implementation of modern software for mobile devices are demonstrated in order to optimize the construction of a constructive communicative space between a child with autism spectrum disorder and significant adults.