Different Types Of Children Research Articles

Impact of temperature and relative humidity variability on children’s allergic diseases and critical time window identification

BackgroundThe effects of temperature and relative humidity on different types of children’s allergic diseases have not been comprehensively evaluated so far. This study aims to assess the impact of temperature and relative humidity variability on children’s allergic diseases and to identify the critical time window.MethodsWe collected outpatient data on allergen testing in children between July 2020 and January 2022 from the Affiliated Children’s Hospital of Nanjing Medical University. We defined the 1st, 10th, 90th, and 99th percentiles as extreme cold, moderate cold, moderate hot, and extreme hot for temperature, and as low, moderate high, and extreme high for relative humidity, respectively. A distributed lag nonlinear model (DLNM) combined with a binomial regression model was used to assess the possible nonlinear relationship at different periods. Subgroup analysis by gender and age was conducted.ResultsWe found that extreme and moderate cold temperatures were positively associated with skin allergies and total allergies (28 days: OR = 4.69, 95% CI: 2.88, 7.63; OR = 3.36, 95% CI: 2.39, 4.73) and (28 days: OR = 3.76, CI: 2.43, 5.81; OR = 2.71, 95% CI: 2.00, 3.68), respectively. Moderate and extreme hot temperatures were negatively associated with food allergies (28 days: OR = 0.13, 95% CI: 0.04, 0.41 and OR = 0.04; 95% CI: 0.01, 0.27). Low relative humidity was negatively associated with respiratory allergies, skin allergies, and total allergic diseases (28 days: OR = 0.26, 95% CI: 0.10, 0.71; OR = 0.29, 95% CI: 0.15, 0.55; and OR = 0.42, 95% CI: 0.26, 0.68). Meanwhile, extreme high relative humidity was negatively associated with respiratory allergies, and positively associated with skin allergies, food allergies, and total allergies (28 days: OR = 0.16, 95%CI: 0.07, 0.37; OR = 3.60, 95% CI: 2.52, 5.14; OR = 15.61, 95% CI: 3.23, 75.56; and OR = 2.33, 95% CI: 1.73, 3.15). A stronger relationship between temperature, relative humidity, and allergic diseases was observed in children under 5 years, specifically girls.ConclusionsOur study provides evidence that temperature and relative humidity variability may be associated with allergic diseases, however, the directionality of the relationship differs by allergic type.

Two Physiotherapy Methods to Improve the Physical Condition of Children with Autism Spectrum Disorder.

This study presents two simple physiotherapy programs that were implemented for five weeks and showed positive changes in balance, coordination, and motor skills in kindergarteners with ASD. Physiotherapy programs in a gym and games on a smart board with balance plates and an unstable base were applied to improve the physical condition of children with ASD. Thirty children with ASD (4-6 years old) attending special needs kindergarten were enrolled in the study. Three tests were used to assess participants' physical condition before and after the study: the modified Berg Balance Scale, the Imbalance Coordination Sample, and the Bruininks-Oseretsky Motor Proficiency Test (BOTMP). The resulting mean change, calculated from each group's scores, shows that the participants who received physical therapy sessions at the smart board had the greatest change of 1.58 points. It shows that the opportunity to play games on a smart board motivates children with ASD to work harder; therefore, it is a simple and easy way to engage children in different types of physical exercise. A slightly smaller change of 1.51 was obtained in the group that received gym sessions. However, working in the gym was more psychologically challenging for the children with ASD due to their lack of desire and motivation. Both methods are relatively simple and easy to apply at home; therefore, parents can make a significant contribution to improving children's physical condition and that can be an effective tool to assist these individuals with activities in daily life.

Evaluation of the Accessibility of Children’s Spaces at the Community Scale: The Case Study of Hangzhou

The safety, inclusivity, accessibility, and green communities emphasized in the United Nations’ Sustainable Development Goals (SDGs) play a vital role in the establishment of child-friendly cities. The governments are actively promoting the development of sustainable, child-friendly cities that prioritize people’s needs and aim to enhance the well-being of residents, from children to families. However, there is limited research utilizing GIS analysis techniques and internet big data to analyze spatial equity in children’s spatial accessibility. Therefore, this study introduces an innovative approach focusing on the community level. Drawing on data from the popular social networking platform mobile application “Xiaohongshu” and employing network analysis methods based on walking and driving modes, this study analyzed and investigated the accessibility of children’s spaces in the city of Hangzhou, China. Regarding spatial characteristics, the distribution of children’s space resources in the main urban area of Hangzhou exhibited a “peripheral low and central high” trend, which was closely linked to the distribution of population space. This pattern indicates potential significant disparities in the allocation of children’s space resources. Notably, the core area of Hangzhou demonstrated the highest level of accessibility to children’s spaces, with Gongshu District exhibiting the best accessibility. Conversely, non-core urban areas generally had relatively poor accessibility. Furthermore, different types of children’s spaces, such as indoor cultural spaces, indoor entertainment spaces, outdoor parks, and outdoor nature areas, all exhibited the highest accessibility in the city center, which gradually decreased towards the periphery. Additionally, this study evaluated the convenience of children’s spaces in various communities by combining population size and accessibility levels. The findings revealed that communities in the core area had higher accessibility levels in the northwest–southeast direction, while accessibility decreased towards the northeast–southwest direction. Consequently, the relative convenience of these communities tended to be lower. By examining spatial equity, this study provides valuable insights into the promotion of sustainable, child-friendly cities that prioritize people’s needs and contribute to the well-being of residents, from children to families.

Understanding the Role of Children's Footwear on Children's Feet and Gait Development: A Systematic Scoping Review.

Children's footwear plays an important role in the healthy growth of foot and gait development during the growing stage. This review aims to synthesize findings of previous investigations and to explore the biomechanical influences of different types of children's footwear on foot health and gait development, thus guiding the healthy and safe growth of children's feet and gait. Online databases were searched for potential eligible articles, including Web of Science, Google Scholar, and PubMed. In total, nineteen articles were identified after searching based on the inclusion requirements. The following five aspects of biomechanical parameters were identified in the literature, including spatiotemporal, kinematics, kinetics, electromyography (EMG), and plantar pressure distribution. Children's footwear can affect their foot health and gait performance. In addition, children's shoes with different flexibility and sole hardness have different effects on children's feet and gait development. Compared to barefoot, the stride length, step length, stride time, and step time were increased, but cadence was decreased with wearing shoes. Furthermore, the support base and toe-off time increased. Double support time and stance time increased, but single support time decreased. The hip, knee, and ankle joints showed increased range of motion in children with the rear-foot strike with larger ground reaction force as well. Future studies may need to evaluate the influence of footwear types on gait performance of children in different age groups. Findings in this study may provide recommendations for suitable footwear types for different ages, achieving the aim of growth and development in a healthy and safe manner.

Children's Theatre and Achieving Educational Goals in Schools

The most crucial aspects of community development، which connect to the future of each community's function and its future، are education and learning steps. In order for their correctness and stability to guarantee a good living for people and serve people، nations determine the fields of theater، education، and learning as well as the level of cultural and civil understanding that is to come. Children's theatrical development has always been at a low level in the Kurdistan Region due to ongoing occupation and abuses of sovereignty، and this weakness is increasingly apparent between 2003 and 2021. even while its justifications are altering. We will discuss the forerunners and goals of the development of children's theater since the Greek era as a source based on resources in this study. We will also analyze the essential elements of children's theatre and significant educational pathways، as well as different types of children's theatre and their effects on children، the circumstances of writing drama texts، the role، and responsibilities of the director's teacher in how to deal with performances and presentations، as well as s presenting some findings regarding children's theater and the impact of punctuality.

Current Situation of Disaster Preparedness for Effective Response in Japanese Special Needs Schools.

Schools may serve as shelters in the event of a disaster, but little is known about the requirements of children with disabilities in such situations. This study, therefore, aimed to investigate disaster preparedness in Japanese special needs schools depending on the designation of welfare shelters. A questionnaire was distributed to schools nationwide. The respondents (authorities from 531 schools) answered questions about their jobs, disaster experiences, the school type, its students' disabilities, its designation as a welfare shelter, its evacuation readiness, and the items of a disaster prevention awareness scale. Differences in preparedness among schools and the relationship between preparedness and designation as a welfare shelter were determined. Most respondents had never experienced a natural disaster. Schools had insufficient resources to cope with disasters. While the majority (68.2%) had resources for children to stay overnight, a substantial minority of schools (31.8%) did not. No differences were found in preparedness among schools with different types of children with disabilities. Schools designated as welfare shelters were significantly better prepared than others. Special needs schools in Japan have limited disaster preparedness. The designation of schools as welfare shelters may increase their preparedness for disasters.

Learning facilities and infrastructure based on the characteristics of Children with Special Needs in inclusive education

The need for learning facilities and infrastructure in inclusive PAUD (Early Childhood Education) is still limited. This study aims to contribute to every manager of inclusive and regular PAUD institutions in providing learning infrastructure needs for all students based on applicable standards or provisions. The research method uses a qualitative method of literature study. Miles and Huberman's interactive analysis carried out the data analysis technique, which consisted of data collection, reduction, presentation, and conclusion. Data was collected from reading references such as articles, books, and inclusive PAUD POS issued by the Indonesian Ministry of Education and Culture. The study's results found that each characteristic of children with special needs has different needs for facilities and infrastructure. In addition, it was found that several infrastructure facilities could be designated for other different types of children with special needs characteristics, such as rooms, equipment, media, and student learning resources. The conclusion is that inclusive PAUD institutions need to provide modified infrastructure based on each characteristic of children with special needs so that they can be used inclusively.

Considering multiple types of children’s communities ought to be a priority when designing schools

In this paper, the author reflects on the affordances of various physical learning spaces. The author uses four different types of children’s communities as a lens to do so. Children’s communities are important because they are fundamental for children’s well-being and development. Furthermore, learning to gain access to and partake in communities are skills that are needed throughout life. Teachers are responsible for ensuring that students can access and engage in a variety of communities. Different spaces support different aspects of the professional facilitation of children’s communities. Essentially, school architecture and learning space design support and/or hinder teachers’ pedagogical possibilities.

Association between Physical Fitness Index and Psychological Symptoms in Chinese Children and Adolescents.

The aim of this study was to determine the relationship between different physical fitness indices (PFIs) and psychological symptoms and each dimension (emotional symptoms, behavioral symptoms, social adaptation difficulties) of Chinese children and adolescents. Methods: A total of 7199 children and adolescents aged 13–18 in Jiangxi Province, China, were tested for grip strength, standing long jump, sit-ups, sit and reach, repeated straddling, 50 m run, 20 m shuttle run test (20 m SRT) items. The physical fitness indicators were standardized, converted to Z score and added up to obtain the PFI, and the self-assessment of the psychological section of the multidimensional sub-health questionnaire of adolescents (MSQA) to test the psychological symptoms, using the chi-square test to determine the psychological symptoms of different types of children and adolescents and binary logistic regression analysis to determine the association between psychological symptoms and different PFI grades. Results: The higher the PFI of Chinese children and adolescents, the lower the detection rate of psychological symptoms, emotional symptoms and social adaptation difficulties, from 25.0% to 18.4%, 31.3% to 25.7% and 20.1% to 14.4%, respectively. These results were statistically significant (χ2 = 14.073, 9.332, 12.183, p < 0.05). Taking the high-grade PFI as a reference, binary logistic regression analysis was performed. Generally, compared with the high-grade PFI, children and adolescents with a low-grade PFI (OR = 1.476, 95% CI: 1.200–1.814) or medium-grade PFI (OR = 1.195, 95% CI: 1.010–1.413) had a higher risk of psychological symptoms (p < 0.05). Conclusions: The lower the PFI of Chinese children and adolescents, the higher the detection rate of psychological symptoms, showing a negative correlation. In the future, measures should be taken to improve the physical fitness level of children and adolescents in order to reduce the incidence of psychological symptoms and promote the healthy development of children and adolescents.

Exploring the Relationship between the Clustering Degree of Children’s Business Formats and the Attractiveness of Commercial Centers in Wuhan by Modifying the Classic Retail Model

In recent years, the continued popularity of children’s consumption has made it a new factor that affects the attractiveness of Wuhan’s commercial centers. This study analyzes the characteristics of children’s business format agglomeration in Wuhan commercial centers based on the results of an on-the-spot investigation and estimates the passenger attraction of 66 commercial centers in the main urban area with the support of LBS data. In addition, we set up a control experiment group of commercial centers of various levels and explore the influence mechanism of the density of various types of children’s stores on the attraction of commercial centers by improving the classic retail model. The results indicate the following. (1) Children’s business formats in Wuhan’s commercial centers are active as a whole, and different types of children’s businesses have an unbalanced layout at the different levels of business centers. (2) There are both level ladder and internal level differences in the attractiveness of Wuhan commercial centers. (3) The direction and intensity of the influence of children’s business types on commercial centers of different levels differ. In city-level commercial centers, children’s education and entertainment formats play a role in promotion. In county-level commercial centers, the children’s education format is the most important, and overinvestment in the children’s department store format may not meet expectations. In community-level commercial centers, investment in children’s department stores yielded the best results. (4) Traffic impedance has a stable inhibitory effect at all levels of Wuhan commercial centers, which is in line with the classic retail gravity theory. Further, based on the above results, this paper puts forward suggestions on several types of adaptations that can be applied to children’s consumption stores at different levels of commercial centers to provide support for rationally utilizing the potential of the children’s consumption market.

To the origins of social education in Ukraine (the 1920s): humanism or proletarian expediency?

The paper analyses the phenomenon of social education (herein after abbr. sotzvykh) in Ukraine in the 1920s as a purpose of Soviet power to change the previous imperial system of education. In general, at that time sotzvykh reflected the aspiration of power for upbringing the new generation of educated proletarians with communist views, but in reality, there were efforts to feed, clothe and provide the elementary medical care to the host of different types of children and teenagers under 15. Until the early 1930s, the sphere of education in Ukraine developed differently than in Russia. The emphasis was placed on the imminent death of the family as a social institution, and therefore the education of children and youth should have become the task of the society. In addition, professionalization of school education was recognized as a priority. The aim of the article is to highlight the first in the world’s education history phenomenon (sotzvykh) – both the pedagogical and social–of organising life of children in the post-war country. The goals and ways of implementation Ukrainian sotzvykh in the context of social, ideological and pedagogical aspects of the time are analysed. It is considered that sotzvykh carried out both political and life-saving pedagogical tasks of protecting the child population. Within the framework of sotzvykh in the conditions of poverty and ruin of the post-revolutionary period the general 7-year school education and elimination of illiteracy were carried out.

Развитие морального сознания у детей старшего дошкольного возраста посредством проблемно-противоречивых ситуаций

The problem of moral consciousness development in preschool children is of particular importance due to the vagueness of value orientation in modern society. The lack of tools for developing work with children defines the timeliness of the topic. The purpose of the study is to investigate the applicability of problematic contradictory situations in work aimed at the development of moral consciousness in older preschool children. The study involved 40 children aged 6 to 7 years. Methods of T.V. Avdulova were used to study the structure of moral consciousness in children. The ascertaining stage results showed different degree of moral consciousness components formation in surveyed preschoolers: the emotional component as the most formed, the behavioral component as the least formed. Out of 5 moral norms (help, generosity, honesty, obedience, empathy), the most mastered by children were the norms of help and generosity. At the formative stage, the hypothesis was investigated that problematic contradictory situations can be an effective means of moral consciousness development in preschoolers. The control stage results indicate the positive dynamics of all moral consciousness components in children (U = 35; R = 0,67; P = 0,00005). The conditions for application of problematic contradictory situations for the development of moral consciousness in children are as follows: formulation of moral dilemmas, in which the unknown is the aim, conditions or way of action, similar to the child’s experience; introduction of problematic contradictory situations in different types of children’s activities; structuring a sequence of lessons based on the degree of mastery of moral norms; application of an algorithm that provides reaching a productive solution mediating opposite options during resolving each problematic contradictory situation.

Формирование предметно-пространственной среды детских игровых площадок в г. Москве

The analysis of the subject-spatial environment of children’s playgrounds is presented. Their special importance in the formation of a comfortable, stable and safe environment for children is highlighted. The importance of selecting play equipment for playgrounds is indicated not only based on its availability and accessibility, but also based on the age-specific characteristics of the child’s perception of the environment. The scheme of using different types of children’s play equipment is proposed, depending on the age of the child (the type of child’s play). The reasons for the lack of interest of children (4–7 years old) are revealed) to the installed gaming equipment and their preferences. The subject-spatial environment is analyzed on the example of 20 playgrounds in the Maryino district of Moscow. The principles of selection of equipment in accordance with the age category of the child, and the problems of spatial placement of this game equipment, designed for children of different ages, on the playground are considered.

What Does Television Teach Children? Examining the Altruistic and Egoistic Lessons in Children’s Educational Television

To distinguish and systematically categorize message content emphasized by children’s educational media, we applied a coding scheme based on the model of intuitive motivation and exemplars to a sample of educational television series recommended by CommonSenseMedia.org. Results revealed a preponderance of the egoistic motivation of competence (overall and in TV series emphasizing scholastic learning) and the altruistic motivation of care (in series emphasizing social skills). By applying a scheme of comprehensive human motivations to identify the values emphasized in different types of children’s educational television, this study may help scholars more meaningfully identify, predict, and explain outcomes resulting from exposure to media content.

The Developing Potential of the Preschool Educational Organization Framework in Solving the Problems of Developing the Independence of Children of Older Preschool Age

The article presents the results of a study of the developmental potential of the kindergarten space for solving development problems and supporting the independence of older preschool children. The development of children’s independence occurs as a result of the child’s accumulation of experience of independent activity, including the experience of integrating different types of children’s activities. Therefore, the space of a preschool educational organization should provide conditions for children to choose interesting activities, including for its integration, which allows them to obtain the intended result. The space of a preschool educational organization means not only a group room, which includes a bedroom and a dressing room, but also corridors of a preschool educational organization, staircases, walking areas, and specialists’ offices. The framework of a preschool educational organization is considered through the organization of a subject-spatial developmental environment. As a result of the study, it was revealed under what conditions the space of a preschool educational organization acquires developmental potential and contributes to the development of independence of children of senior preschool age: a variety of subject content, accessibility and ease of placement of materials, the possibility of integrating children’s activities and independent transformation of the subject-spatial environment, all types of children’s activities are reinforced in a subject-spatial environment. Keywords: Independence, developing framework, subject-spatial environment, children’s activities, integration of children’s activities, developing the potential of the subject-spatial environment

INFLUENCE OF CHILDREN'S EXPERIMENTATION ON THE FORMATION OF COGNITIVE ACTIVITY IN OLDER PRESCHOOL CHILDREN

Currently, education is faced with the task of educating not only a creative, comprehensively developed person, but also flexibly orientated in a constantly changing reality, ready to master fundamentally new areas of activity. Reforming the educational system is associated with the organization of a full-fledged process of cognition, the implementation of developmental education and self-education, the continuity of this process at all its stages. In this regard, a special place is occupied by the problem of studying and developing cognitive activity. This article reveals the importance of the activity approach, which underlies the pedagogical system developed by the author to increase the cognitive activity of children in experimental activity. The dynamics of the levels of development of the cognitive activity of children after the implementation in the educational process of a preschool educational institution (DOE) of a system that includes different types of children's experimentation is shown. The developed pedagogical system to increase the cognitive activity of preschool children includes not only work with preschoolers, but also involves the interaction of kindergarten teachers and parents, as well as work to improve competencies in the use of children's experimentation in the educational process among teachers.

Home Literacy and Numeracy Environments in Asia.

The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 &gt; χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

ОДАРЕННЫЕ ДЕТИ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ

The problem of preserving and developing children's giftedness in the educational space is very acute, since the peculiarities of the development of the personality of gifted children (uneven and heterochronous development of the components of giftedness as a system characteristic of the psyche and personality, the inability to timely update volitional efforts, the «load» of uniqueness and related social expectations) and the impact of social factors (family, school, relationships with peers, support from society) often leads to its leveling. The purpose of the study was to study the perception of personal characteristics of children with signs of giftedness by other participants in the educationalprocess (teachers and parents), their relationships with their peers, and the features of regulating educational interaction in preschool, general and additional education institutions. To achieve this goal, we used diagnostic methods – the P. TORRANCE test, which allows us to diagnose creativity as a general ability and personality trait; a modified method of sociometry, T. Martsinkovskaya, aimed at assessing the position of a gifted child in peer groups and the method of expert assessments of the personal and behavioral characteristics of gifted children by their teachers and parents; methods of theoretical analysis of literary data and mathematical and statistical processing of the results. As a result, the assumption about the influence of a number of socio-pedagogical factors on the phenomenon of children's giftedness in the educational space is confirmed. The age dynamics of the number of gifted children in different types of educational institutions (general and additional education institutions) is identified, interpreted and explained, and the differences in the popularity of these children among their peers in these educational institutions are interpreted. Teachers and parents' perception of the personal and behavioral characteristics of gifted children was studied, and the most significant features of their personality and behavioral strategies from the point of view of others were identified. On the basis of the concept of subject regulation of educational interaction, the factors and mechanisms of preservation and progressive development of the phenomenon of child giftedness or its leveling during the socialization of gifted children in the educational space are established, in particular, the mechanism of accelerated development of their subjectivity, the mechanism of resistance to social influences, the mechanism of subjective interpretation and deformation of social influences, special variability of emotional states of gifted children, manifested in a specific transformation of the characteristics of the properties of integrative factors regulating educational interaction (IGF). The results can be used for further development of the concept of children's giftedness, effective organization of work with gifted children in the educational space, combining elements of communication, leisure, research, creative and educational activities, selection of forms, means, terms and methods of psychological support for children with signs of giftedness in preschool, general and additional education institutions.

Мовленнєвотворча діяльність дітей на етапі дошкільного дитинства: технології підтримки

Мовленнєвотворча діяльність дітей на етапі дошкільного дитинства: технології підтримки