Children's Competence Research Articles

Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood

This study aims to discuss the design of the scale Oral Narrative Competence Evaluation with TellingApp (ONCE), and to validate it. ONCE was designed to evaluate oral narrative competence in preschool children (N= 93) aged 4 to 6 through oral storytelling, using a digital application. Exploratory and confirmatory analysis were performed to confirm the starting theoretical model, giving good reliability (α = .842) and adequate indices of fit, justifying the validity of the scale. oral narrative competence is defined by 16 variables making up narrative competences (originality, coherence, cohesion, and conclusion of the story), communicative competences (pronunciation, intonation, gestures, vocabulary, tenses used, correct use of tenses, morphology and syntax), and engagement provided by the app (interest, curiosity, immersion, and enjoyment). Weighting was proportional to the level of precision, highlighting that engagement with the narrative task supported by the app was what most affected children’s levels of oral narrative competence. In addition, multiple linear regression analysis confirmed the high predictive capacity of the ONCE scale. The scale contributes to the evaluation of preschool children’s levels of oral narrative competence as a theoretical construct due to its reliability and validity.

Empathy at school project: Effects of didactics of emotions® on emotional competence, cortisol secretion and inflammatory profile in primary school children. A controlled longitudinal psychobiological study

BackgroundThere is mounting evidence of the presence of chronic stress among children during primary school: girls and boys under the age of 15 years often experience anxiety, irritability and sleeping problems with negative consequences on scholastic climate and the spread of bullying and dropping out of school. The promotion of emotion regulation within school environment through innovative didactic methodologies represents a valuable tool for teachers and parents to reduce emotional distress and associated risk behaviours and to promote wellbeing. AimOur research aims to explore the psychological and biological consequences of teaching emotional training in an experimental group of Italian Primary School children. MethodsA sample of pupils (81 children aged between 6 and 8) was divided into an experimental group (33 subjects) and a control group (30 subjects). A further advanced group of 18 subjects, who have experienced the method in the previous school year, was also included. The experimental study lasted one school year (from October 2021 to May 2022). The following psychological tests were administered to all groups: TEC (Test of Emotion Comprehension) to measure the children's different emotional abilities and the Projective test (PT) 'A person in the rain', to identify the coping skills of children in a stressful condition. Morning salivary cortisol, IL-6 and TNF-alpha assays were conducted in all three groups. Psychological and biological tests were administered at the beginning of the study and at the end of the study. ResultsThe MR-Anova model for TEC score showed that there was not a significant group effect [Fgroup = 2.24, p = 0.114]. Pairwise comparisons showed that mean score significantly increased only in the Experimental group (pB < 0.001) and at the end of the project there was a significant difference between Experimental group and Control group (pB = 0.012). The mean score of PT test increased significantly from baseline to the end of the project for the Experimental group (pB < 0.001) and for the Advanced group (pB = 0.004). At the end of the project, there were significant differences between the Experimental group and the Control group (pB = 0.004) and between the Advanced group and the Control group (pB < 0.001). Salivary cortisol analysis revealed a significant effect between subjects [Fgroup = 9.66; p < 0.001] and significant effects within subjects with the main effect of the time [Ftime = 35.41; p < 0.001] and the significant interaction “time x group” [Ftimexgroup = 3.38; p = 0.040]. Pairwise comparisons showed that cortisol levels decreased significantly over time only in the Experimental group (pB < 0.001). Regarding to IL-6 levels, there was not a significant effect between subjects [Fgroups = 0.0481; p = 0.953]. The mean level decreased significantly for each group from baseline to post project (pB < 0.001). With respect to TNF-alpha levels, the mean levels decreased over time for all groups (pB = 0.006 for Experimental group; pB < 0.001 either for the Advanced or Control group). Conclusionthe results documented in the experimental groups who experienced didactics of emotion for at least one school year show a significant increase in children's ability to cope with reality, stress and anxiety, and an improvement of their emotional competence. Meanwhile, a significant reduction in the amount of salivary cortisol was observed in the experimental group at the end of the scholastic year; meantime a stable reduced amount of salivary cortisol in advanced group throughout the project was also observed. These findings show that an intervention through an emotional education program is able to regulate interpersonal skills and the stress axis response.

Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation.

This study examined relations of primary school children's perceived physical competence and sports participation (frequency and type) with social acceptance in the regular classroom and physical education (PE) and whether these relations differed depending on the type of sport children participated in (team vs. individual sports). In total, 182 children (48.9% boys, mean age 9.90 years, SD = 1.23) filled out questions on their perceived physical competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children's physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences.

Mommy, Can I Play Outside? How Urban Design Influences Parental Attitudes on Play.

Although play results in physical, social, and cognitive benefits, there is a consensus that children's opportunities to play have been reduced, particularly for those who live in urban environments. What are the barriers to play, and how can we mitigate them? This review examines a critical factor in play opportunities: parents as the decision-makers with regard to children's play. Using perspectives from psychology, urban design, and cognitive science, we analyze the relationships between the design of built environments, parental attitudes and beliefs, and parental decisions on allowing children to play. For example, can a new implementation of children-centered urban design change parents' skeptical attitude toward play? By drawing from global studies, we chart (1) the three key beliefs of parents regarding play and built environments: play should benefit learning, be safe, and match the child's competence and (2) the design principles that can foster these beliefs: learning, social, and progressive challenge designs. By making the link between parents, urban design, and play explicit, this paper aims to inform parents, educators, policymakers, urban planners, and architects on the evidence-based measures for creating and increasing opportunities to play.

How to promote the social-emotional competence of rural left-behind children? An empirical study based on propensity score matching.

Social-emotional competence (SEC) played an important role in promoting the physical and mental development of children, but there exist huge gaps in SEC development between rural left-behind children. This study used propensity score matching (PSM) to investigate 578 rural children about the effects of being left behind as well as individual characteristics and teacher support on their development of SEC. The results showed that being left behind had significant negative effects on the SEC of rural children. The development of SEC varies among left-behind children of different genders and length of left-behind duration. Teacher support had a significant moderating effect on the influence path of SEC, which could effectively mitigate the negative effects of left-behind children. Therefore, this study played an implicative role in studying the development of left-behind children's SEC. The government and society should provide adequate cultural capital by completing the support system for compensating the lack of cultural capital. Schools and teachers should pay more attention to the development of left-behind children's SEC through curriculum development and performance evaluation to create a positive atmosphere. Parents should promote SEC development for left-behind children by improving their communication and family parenting styles.

The effectiveness of Queen's early program on the readiness to enter elementary school and social-emotional competence of preschool children

The effectiveness of Queen's early program on the readiness to enter elementary school and social-emotional competence of preschool children

Parental scaffolding and children's math ability: The type of activities matters.

A growing body of research has shown that parent-child math activities predict children's math competence. However, observational studies are limited. This study investigated maternal and paternal scaffolding behaviours in three types of parent-child math activities (i.e., worksheet, game and application activities) and their associations with children's formal and informal math abilities. Ninety-six 5-6-year-olds participated in this study with their mothers and fathers. All children completed three activities with their mothers and three comparable activities with their fathers. Parental scaffolding was coded for each parent-child dyadic activity. Children's formal and informal math abilities were tested individually using the Test of Early Mathematics Ability. Results showed that both mothers' and fathers' scaffolding in application activities significantly predicted their children's formal math ability even after controlling for background variables and their scaffoldings in the other two types of math activities. The findings highlight the importance of parent-child application activities in children's math learning.

THE APPLICATION OF INTERPERSONAL COMMUNICATION WITH ANDRAGOGY APPROACH IN ENGLISH COMPETENCY ACHIEMENT OF ORPHAN

ABSTRACT: The english competency of orphan children are not as good as the students who have complete parents. The orphan children have no parents who can accompany them to study and to support them in studying. They are usually shy and afraid to say waht they need to everyone.So the orphan students need to be taught by an approach which can improve their english competency. Quali Interpersonal Surabaya Institution has a programme to the orphan children that can improve their English competency. They are taught by an andragogy approach with interpersonal communication. For that need the existence of research that able to see the result reach by the participants to the program of the application approach with interpersonal communication in English competency achievement. Research conducted to know the result of the application of andragogic approach with interpersonal communication counseling that can improve English competency at Quali International Surabaya institution seen from the process of training the Orphans. And also to describe the participation of participants in the program how to improve english competency by applying the Andragogy approach with interpersonal Communication Counseling in Quali International Surabaya Institution. The main problem to be known in this research that is to increase English competency by self concept, life experiences, learning readiness, learning orientation, need knowledge and motivation. This research used descriptive and qualitative method. The techniques of collecting data used in this research was interview, observations and documentation. The writer can conclude that the English training for increasing competency of the orphans, improvement can be seen from the changes of the learners before and after training orphans independently increase competency seen from indicators of achievement of the results. They can pass the English competency examination which held by the certification institution in English competency. Keywords : andragogy approach, interpersonal communication, english competency achiement

Effect of a motor skill-based intervention in the relationship of individual and contextual factors in children with and without Developmental Coordination Disorder from low-income families

Contextual opportunities facilitate skill acquisition, and the interaction between individual and contextual factors is fundamental to enhancing health and social parameters in children with DCD. This study examined (1) the influence of Mastery Motivational Climate (MMC) and Exercise Play Climate (EPC) interventions on motor performance, physical activity, self-perceptions, BMI, engagement in the lessons, playtime, and screen time of children without and with DCD, (2) the relationship between motor performance, self-perceptions, BMI, engagement in the physical education lessons, playtime, and screen factors in the children's physical activity levels in the lessons (PA) pre-and post-test. Children (N = 255, 98 children with Developmental Coordination Disorder - DCD; 157 children without DCD) were randomly assigned to MMC and EPC. Physical Activity levels in the lessons, motor performance, self-perceptions of physical competence, body mass indexes, appropriate motor engagement with success in the lessons, and active play and screen time were assessed. Regarding intervention impact, from pre-to post-tests, the results showed increases (1) PA in children with DCD in the EPC group and without DCD in the MMC group; (2) locomotor and ball skills for children with DCD in both climates; (3) locomotor and ball skills for children without DCD in the MMC group; (4) self-perceptions of competence for children with DCD in the MMC group; and (5) engagement with success for all children in both climates. A slight decrease in BMI for children with DCD in both climates was found. Regarding the associations, at post-test, engagement with success explained (1) PA levels for children with DCD in the MMC group and children without DCD in the EPC group; (2) active playtime explained PA for children with DCD in the EPC group; (3) ball skills explained PA for children without DCD in the MMC group. The intervention promoted overall increases in motor performance and children’s engagement in the lesson. The intervention strengthened the role of ball skills performance, engagement with success, and active play; however, these relationships were different across groups.

Visual Function in Children with GNAO1-Related Encephalopathy

GNAO1-related encephalopathies include a broad spectrum of developmental disorders caused by de novo heterozygous mutations in the GNAO1 gene, encoding the G (o) subunit α of G-proteins. These conditions are characterized by epilepsy, movement disorders and developmental impairment, in combination or as isolated features. This study aimed at describing the profile of neurovisual competences in children with GNAO1 deficiency to better characterize the phenotype of the disease spectrum. Four male and three female patients with confirmed genetic diagnosis underwent neurological examination, visual function assessment, and neurovisual and ophthalmological evaluation. Present clinical history of epilepsy and movement disorders, and neuroimaging findings were also evaluated. The assessment revealed two trends in visual development. Some aspects of visual function, such as discrimination and perception of distance, depth and volume, appeared to be impaired at all ages, with no sign of improvement. Other aspects, reliant on temporal lobe competences (ventral stream) and more related to object-face exploration, recognition and environmental control, appeared to be preserved and improved with age. Visual function is often impaired, with patterns of visual impairment affecting the ventral stream less.

Are children’s relationships with pet dogs uniquely related to children’s social and emotional competence and adjustment?

Abstract Companion animals, including pet dogs, can be sources of support and potentially contribute to children’s competence and adjustment. The goal of this paper is to examine whether children’s pet dog relationships are related to their competence and adjustment after accounting for relationships with parents and friends and demographic factors. We distinguished three qualities of child-pet dog relationships – positive pet relationship qualities, friction, and pets as substitutes for people – and examined them in relation to children’s thriving, school academic performance, and internalizing and externalizing behavior problems. The sample included 115 children (M age = 10.93, 57 girls and 58 boys) who completed questionnaires about the quality of their relationship with a pet dog, the positive and negative qualities of a best friendship, and the security of attachments to parents. To measure child competence, children reported their thriving and parents reported children’s school academic performance. To measure adjustment, parents and teachers reported child internalizing and externalizing behavior problems. Positive pet relationship qualities were related to a higher competence. Friction and pets as substitutes were related to lower competence and adjustment, although some findings varied by the reporter or after controlling for other factors. Pet relationship quality uniquely contributed to some child outcomes, although moderation analyses did not provide any evidence that pet dog relationships compensate for low-quality friendships or insecure parental attachments. Collectively, the findings suggest that relationships with pets may augment but not override the impact of relationships with parents and friends.

How the home learning environment contributes to children's social-emotional competence: A moderated mediation model.

The home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children's social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children's social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children's social-emotional competence, and whether gender plays a moderating role in the relationship. The study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children's Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children. (1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children's social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children's social-emotional competence. (3) Gender moderated the effect of the home learning environment on children's social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children's social-emotional competence, but also the indirect effects between structural family characteristics and children's social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children's social-emotional competence. The results emphasize the crucial role of the home learning environment in the development of children's early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children's social-emotional competence.

A half‐century check‐up for child neurology training

A half‐century check‐up for child neurology training

Cultural differences in maternal emotion control values and children's expressive flexibility

AbstractExpressive flexibility is the ability to express or suppress one's emotions to meet the demands of the situation. Recent work suggests that expressive flexibility is associated with better adjustment. However, few studies have focused on expressive flexibility in children. In addition, there is a dearth of research on possible correlates, such as culture, parental emotion socialization, and socioeconomic status, that may be associated with expressive flexibility competencies in children. The purpose of this study was to investigate cultural differences in children's expressive flexibility, maternal emotion control values (ECVs), and their relations to family socioeconomic status (SES) during middle childhood in a sample of European American (N = 31, M age = 9.61 years; 54.8% males), Korean American (N = 38, M age = 9.16 years; 55.3% males) and South Korean children (N = 77, M age = 9.74 years; 51.9% males). Mothers reported on demographics and their emotion control values. Children's expressive flexibility ability was assessed using a lab‐based observational measure. Multivariate analyses of covariance controlling for SES, child age, and gender suggested significant cultural differences in expressive flexibility, with the U.S. children (both European and Korean Americans) scoring higher on expressive flexibility compared to their South Korean counterparts. Results also suggested significant cultural differences regarding maternal ECVs; Korean Americans were more similar to South Koreans, both scoring higher on ECVs than European Americans. Socioeconomic status, but not maternal ECVs, were associated with children's expressive flexibility, independent of child age, sex, and culture.

Impact of Parents as Teachers on parenting-related protective factors: A pre- and post- evaluation

BackgroundAs federal policy has prioritized family preservation and maintenance, there is a need to identify programs and interventions that can enhance protective factors among families vulnerable to child maltreatment. This study examines changes in parenting protective factors among parent participants in Parents as Teachers. MethodsData for this study came from 803 parents who participated in Parents as Teachers as part of Prevention and Early Intervention services in a large Southern state. Parents who completed both pre- and post-surveys of the Parenting Assessment of Protective Factors (PAPF) scale (N = 86) were included for data analysis. We conducted a series of paired t-tests to examine changes in PAPF scores over time. We then conducted a series of linear regressions to explore factors associated with changes in PAPF scores among program participants. ResultsWe observed significant increases in all two domains of protective factors, including social connections and overall PAPF score. Parental mental health, and exposure to adverse childhood experiences were associated with resilience and social and emotional competence of children among program participants. DiscussionOur findings suggest that participants in Parents as Teachers experienced positive changes in protective factors over the course of the program. Certain parental risk factors were linked to changes in parental resilience and social and emotional competence of children over time. The direction of this relationship varied, highlighting an area for future research to explore how strengths-based programs may be targeted for specific groups.

Assessing social competence and antisocial behaviors in children: item response theory analysis of the home and community social behavior scales

BackgroundThe Home and Community Social Behavior Scales (HCSBS) is a rating scale that assesses social competence and antisocial behavior among children and youths between ages 5–18. The present study aimed to investigate the psychometric properties of the HCSBS by applying item response theory (IRT).MethodsThe HCSBS was completed by parents of 551 Norwegian children refereed to three independent interventions towards problem behaviors. Data used in this study was collected before the interventions started. IRT was carried out in R version 4.0.0 to investigate HCSBS items, subscales and main scales.ResultsThe results showed that the two-dimensional IRT models for social competence and antisocial behavior were the most appropriate. The measurement precision of the scales was high for a large range of the latent spectrum, and estimated reliabilities were satisfactory. Model evaluations indicated that the overall model fit for the scales were acceptable, but some misfit existed with respect to specific item pairs.ConclusionThe results indicate that the HCSBS is a reliable measurement instrument although there is still a potential for improvement by revising some of the items.

The Effectiveness of Problem-Based Learning Model in Improving Higher Order Thinking Skills and Character of Elementary School Students

Achievement of science learning competence for children in Indonesia is still low. This low achievement is strongly suspected because Indonesian students are not used to dealing with TIMSS and PISA questions. This study aims to analyze the effectiveness of the problem-based learning model to improve higher order thinking skills (HOTS) and the characteristics of elementary students. This study was a quasi-experimental using a non-equivalent control group pretest-posttest experimental design. The experimental class is a class with problem-based learning, while the control class is a class with direct learning. The research population was fifth grade elementary school students. The research sample consisted of 71 students from 5 schools, all of which were public schools. The school sample was determined by stratified random sampling and the class of each school was determined randomly. Data analysis was carried out quantitatively, both descriptively and inferentially. The results of the study show that problem-based learning is better than direct learning to improve HOTS; and problem-based learning is effective for increasing perseverance, responsibility, hard work, cooperation, caring, and tolerance.

Peer socialization in an oral preschool classroom

Informed by the perspectives of Language Socialization and the Social Model of Childhood Disability, and using the method of Conversation Analysis, I investigate the communicative practices that facilitate peer socialization processes in an oral classroom for deaf or hard-of-hearing preschoolers. Analyses show how children's interactions serve as mechanisms for socialization into norms and behaviors similar to what we see in general preschool settings, as well as those that are specific to their oral classroom. The children's varying communication skills and competencies enable different abilities and methods for peer teaching, illustrating the ever-shifting roles of socializing ‘experts’ and ‘novices.’ Additionally, the children orient to recipient design in peer interaction, further demonstrating how they actively work to socialize each other. Data is drawn from 9 h of video-recordings in one oral classroom in California.

Exploring the relationships between visuospatial working memory, math, letter-sound knowledge, motor competence, and gender in first grade children: A correlational study.

Development of crucial skills accelerates at the start of formal schooling, although, more knowledge is needed about the relationships between such skills. The current study explored the relationships between visuospatial working memory, letter-sound knowledge, math competence and motor competence, as well as potential effects of gender. The sample consisted of 85 (42 girls) 6 to 7 years old first grade children, and was measured with a test battery consisting of tests designed for each skill domain. Results demonstrated weak to moderate statistically significant correlations between visuospatial working memory, letter-sound knowledge, math competence, with no statistically significant gender differences. Two motor tasks measuring manual dexterity, placing bricks and building bricks, showed a weak statistically significant correlation. We argue that the findings demonstrate the relationships between these skills are low to moderate in first grade. Furthermore, we argue that these skills ought to be trained deliberately. The potential role of visuospatial working memory in procurement of novel skills in early childhood ought to be explored further in future studies.

The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children

Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.