Children's Self Research Articles

Developing Children's Self-Control Based on Islamic Values to Prevent the Negative Impacts of Digital Device Usage

Self-control is a critical skill essential for children to navigate the challenges posed by digital devices effectively. This study explores the role of Islamic values in fostering children's self- control to mitigate the negative consequences of modern digital interactions. The research involves a comprehensive literature review encompassing child development theories, Islamic teachings, and the implications of digital technology on young minds. Children's use of digital devices is a certainty for interacting with the online world. The internet offers various benefits but also brings several challenges and risks, especially for children and adolescents who lack strong self-control. Islamic teachings contain commands to develop self-control, which involves restraining oneself from actions prohibited by Allah and striving to follow Allah's commands. This study seeks to answer the following questions: 1) How is the process of developing children's self- control? 2) How is self-control developed according to Islamic guidance? 3) What are the negative impacts of digital device usage on children? A qualitative approach with literature review methods is used in this study. The results show that: 1) Self-control can be fostered through modeling, reinforcement, cognitive-behavioral techniques, delaying gratification, setting clear and consistent expectations and rules, etc.; 2) Parents need to guard their children's sight, hearing, and heart early through digital parenting. Parents play a crucial role in developing their children's conscience and preventing exposure to films, stories, games, and information that could damage their children's faith and morals. In conclusion, integrating Islamic values into children's education regarding self-control offers a holistic approach to safeguarding their well-being amidst the pervasive influence of digital devices. This approach not only supports their moral development but also prepares them to navigate the digital world responsibly and ethically.

In the Echo of the Unspoken

In a series of four art classes, children around the age of 10 creatively explored the themes of war and peace. They perceived and interpreted sensory experiences alongside their imaginative reflections. This approach opens up art education to unpredictability, creating heterotopic spaces that challenge and reshape worldviews as well as self‐perceptions. During these classes, the goal is to listen attentively for the echoes of unspoken thoughts, which may prompt expansions, transformations, or even reversals of perception. Descriptions, analyses, and interpretations remain fluid and airborne, emphasizing not only the visible and familiar, but also the semi‐visible, invisible, and aesthetically perceptible aspects. My aesthetic writing about these classes offers sensitive inquiries and responses that render a sensual perception of the world, others, and oneself palpable. Central to this exploration are the questions of how war and peace are perceived, experienced, and enacted. The answers reside in the unspoken echoes between what is sensed and what is imagined, aiming to make tangible the images created by the children participating in the process.

The child's history of early stance toward parental socialization as a context for emerging moral self: A cascade from infancy to toddlerhood to preschool age.

As interest in early morality has grown, researchers have increasingly focused on young children's moral self, but recent studies have targeted mostly its structure and associations with behavior rather than its developmental origins. Addressing this gap, we followed children, mothers, and fathers in U.S. Midwest from late infancy (16 months old, N = 194, 93 girls, 101 boys), to toddlerhood (3 years old, N = 175, 86 girls, 89 boys), to preschool age (4.5 years old, N = 177, 86 girls, 91 boys). We proposed that moral self at preschool age originates in the second and third years, when the onset of parental control engenders in the child both receptive and adversarial stance toward the parent. In infancy and in toddlerhood, we collected behavioral indications of both stances-positive affect and responsiveness (in toddlerhood, also positive representation of the parent); and defiance and violations of parental prohibition. At preschool age, we measured child moral self in a puppet interview (Kochanska, 2002). For both mother-child and father-child relationships, structural equation modeling supported direct paths from receptive and adversarial stance at age 3 years to higher and lower moral self, respectively, and the expected indirect effects of the child's receptive stance in infancy on moral self, mediated by the receptive or adversarial stance in toddlerhood. The path from toddler-age adversarial stance to lower moral self was present only in father-son relationships. This study highlights the long-term pivotal significance of the child's early stance toward the parent for the formation of moral self. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

"Oh, the places you'll go": The psychological consequences of omission and misrepresentation for Native children.

All children navigate the world by searching for information in their sociocultural contexts (e.g., schools, media, laws) to make sense of their experiences and potential futures. In doing so, Native children, however, must contend with the legacy and ongoing oppression of their Peoples, communities, and ways of being. In this manuscript, we highlight how sociocultural contexts stemming from settler colonialism undermine Native futures. We detail how settler colonialism, specifically its manifestation in acts of omission and misrepresentation, impacts children's self and identity development, and intergroup relations. We close by acknowledging the importance of understanding development in context, and the power that the representational landscape can have for promoting paths toward positive child development and greater equity.

An evaluation of health-related quality of life and its relation with functional vision in children with cerebral visual impairment

Health-related Quality of Life (HRQOL) and its relation with functional vision is understudied in cerebral visual impairment (CVI). Characterising HRQOL, comparing child self- and parent proxy-reports, and exploring relations with functional vision. Seventy-three children with CVI (n females = 33; n males = 40; Mean performance age = 7y2m) were included. HRQOL was measured with Pediatric Quality of Life Inventory (PedsQL) child self- and parent proxy-reports and compared using Wilcoxon signed-rank tests. Risk for impaired HRQOL was evaluated using cut-off scores. Parents scored functional vision using the Insight Questions Inventory and the Flemish CVI Questionnaire. 61 % (self-reported) or 66 % of children (proxy-reported) were at-risk for impaired total HRQOL. Ratings were correlated (rs = 0.305; p = 0.013); however, children rated higher total HRQOL compared to parent-proxy (r = 0.382; p = 0.002). The Insight Questions Inventory and the PedsQL proxy-report were correlated (rp = -0.454; p < 0.001), the Flemish CVI Questionnaire was negligibly correlated (rp = -0.244; p = 0.041). HRQOL is reduced in CVI, and both child and parent perspectives are crucial. HRQOL and functional vision are intricately related, and impairment in one negatively affects the other.

Contribution of Children's Literature in the Formation of Character of Elementary School Children

This study aims to describe the contribution of children's literature in character education and the selection of children's literature according to the developmental stage of elementary school children. This study is a qualitative-descriptive study of the library research type. Data collection techniques are by searching for sources and constructing from books on children's literature and accredited journals, then analyzing critically and in-depth. Based on the results of data analysis, it can be explained that the contribution of children's literature to the emotional aspect is obtained from demonstrations of life as demonstrated by the characters in the story so that children will learn how to manage their emotions so as not to harm themselves and others. In the intellectual aspect, children's literature contains sequencing and plot logic to support children's use of their minds to think, understand and criticize the stories they get. In the aspect of imagination, literature in its stories can attract the child's entire self. With this, the child gains an extraordinary experience that is significantly correlated with creativity and will provoke the growth and development of creativity. In the social aspect, children's literature demonstrates character interactions so that it supports children in maximizing their development in their proximal development zone. In addition, from an educational aspect, children's literature is connected to aspects of exploration and discovery, language, beauty, multicultural insight, and children's reading habits that influence reading habits and literacy culture, which are very necessary in facing the progress of science and technology in this era.

“My mind is not in my brain”: exploring consciousness with children using creative research methods

ABSTRACT The focus on the brain over the last few decades has seen an overclaiming of the human condition through brain-based research. Researching consciousness is an enquiry into who we are, our subjective experiences and our relationality with others and the world. In typical and child development research, materialist orientations dominate the field, assuming brains as the manufacturers of consciousness. Qualitative research has the potential to engage children in consciousness research, while interrogating typical constructionist, realist and materialist orientations. In this article we discuss using creative research methods for exploring aspects of phenomenal consciousness, such as self and mind, with children in a UK primary school. We share findings in relation to how children understand consciousness, how consciousness bears on self for children in the study, and how children experience and perceive the mind/body.

Do mother's socialization goals in early childhood predict children's later self?

AbstractIn this study, maternal socialization goals in early childhood were linked to qualities of children's self in middle childhood, while also considering maternal education and child gender. Estonian mothers (N = 209; Mage = 33.6; 52.2% had university education) provided ratings of their socialization goals for children (52.2% girls; Mage = 6.2), children's self was gauged 4 years later. The more mothers endorsed social conformity‐related socialization goals, the fewer different autonomy‐related (β = −0.15) and relatedness‐related qualities of self (β = −0.21) their children had in their descriptions of themselves and their autobiographical memories. Mothers' self‐maximization socialization goals were not linked to the qualities of children's self. Mothers without a university degree endorsed social conformity‐related socialization goals more than mothers with a university degree (β = −0.20). Girls referred to more relatedness‐related qualities than boys (β = 0.23). The results show that maternal socialization goals do not always have a straightforward effect on different qualities of children's self. Yet, conformity‐related goals by mothers predict the qualities of children's later self.Highlights Children's self is predicted by gender and earlier maternal socialization goals. Mother's social conformity‐related socialization goals predict children's later self. Self‐maximization related socialization goals are not linked to children's self.

Non‐violent resistance treatment for parenting stress and parent–child interaction in parents of adolescents with anorexia nervosa: A pilot study

AbstractParenting a child with anorexia nervosa (AN) is highly stressful, and the struggles around eating have a large impact on family functioning. Parents get involved in conflicts with their child and/or accommodate to the eating disorder symptoms. Non‐violent resistance (NVR) offers an additional treatment option for these families. NVR aims at helping parents effectively deal with their child's (self‐)destructive behaviour and their own helplessness, by non‐violent and non‐escalating means. In our pilot, we examined whether NVR was helpful in reducing stress and improve parent–child interaction. In six parents, it was found that parenting stress was significantly reduced at post‐assessment and at 3‐month follow‐up. For parent–child interaction, a non‐significant trend was found for improvement. Change in body mass index of the adolescents was not associated with the decrease in parenting stress. Although preliminary, the results of this pilot suggest that NVR can be a feasible treatment alternative for families of adolescents with AN.

Non-suicidal self-injury in inpatient and outpatient adolescents: disentangling psychopathology and interactive family dynamics.

Non-suicidal self-injury (NSSI) is defined as a transdiagnostic phenomenon that has well increased in the latest years, especially in the adolescent population. It has been associated with suicidality, alexithymia, emotion dysregulation, and psychosocial impairment, as well as family issues. The choice of level of care (i.e., hospitalization versus outpatient visit) depends on a number of factors that relate not only to suicidal risk but also to severity of individual's psychosocial functioning, the ability of family environment to support treatment choices and to contain child, as well as the need for ongoing monitoring of the young patient. A scarcity of studies has compared outpatients with inpatients, both of them engaging in NSSI. the current study aimed to further expand knowledge regarding features that characterize young self-harmers who receive different levels of care, with particular attention on psychopathological, family, and NSSI-related characteristics, as well as suicidality. The current research included 56 inpatients and 56 outpatients with NSSI, paired for gender, age, and psychiatric diagnosis. Instruments investigating psychopathology, emotion dysregulation, alexithymia, psychosocial functioning, and interactive family dynamics were administered. Descriptive statistics, parametric and non-parametric inferential statistics were applied. study findings highlighted that inpatients engaging in NSSI reported lifetime suicidality, clinical level of externalizing and internalizing problems, more severe alexithymia, emotion dysregulation, and impaired psychosocial functioning compared to outpatients engaging in self-harming. Furthermore, when compared to outpatients' families, inpatients' families were more capable of adhering to rules and time of the family play situation (the Lausanne Trilogue Play procedure) and fixing interactive mistakes through activities. On the contrary, in the inpatient group, global performance, role implication, parental scaffolding, child's involvement and self regulation tend to decline, while parental conflicts tend to rise over the four part scenario of the family play. these findings confirmed a more severe global picture of young inpatients engaging in self-harming, suggesting that NSSI may be the expression of this larger psychopathological picture. In addition, the study highlighted the need for a multi-informant and multimethod clinical assessment, which should include evaluation of family context and co-parenting system, especially for hospitalized young patients engaging in self-harm.

The Self and Maternal Care: An Analysis of Rossella Schillachi's ‘Imprisoned Lullaby’

This paper discusses the importance of the nature of maternal care as it determines healthy or unhealthy psychological development. The purpose of this essay is to demonstrate that the ongoing quality of mother-infant interaction is more important than the issue of separation from the mother, as a close but unavailable mother or caregiver may cause extreme forms of trauma in the infant. Although attachment researchers have concentrated on the mother-child proximity and the disruptive effect of separation from the mother in the development of attachment theory, less attention has been directed towards the quality of caregiving processes that contribute to the formation and maintenance of secure attachment bonds across the lifespan. This study aims to fill this gap by showing the negative effects of suppressed and unresolved grief internalized by the mother on the mental and physical health of the child. To describe the importance of a good enough mother-child relationship, this study uses the method of textual analysis. Rossella Schillaci's documentary "Ninna Nanna Prigioniera (Imprisoned Lullaby)" provides a valuable framework to analyze how an insecure attachment between a mother and an infant can be disruptive for a child's self. The documentary follows the experience of a mother who chooses to keep her newborn and young child under three with her in prison. Roscella Schillachi illustrates the development of an insecure attachment between mother prisoner Yasmina and her daughter Lolita. The documentary film shows that unresolved traumas in a caregiver can lead to insecure or disorganized attachments in infants. Although several studies suggest that mother-child proximity during the first two years is crucial to develop a healthy sense of self, this analysis of documentary provides a different approach to the concept of separation and emphasizes that proximity to a mother with unresolved trauma disturb mother-infant attachment more than separation.

Жалобы на нарушения сна у детей 5-13 лет: соотношение оценок детей и родителей. Часть 2

&lt;p&gt;The prevalence of sleep difficulties in children aged 5&amp;ndash;13 in the context of rare requests from parents for help to specialists allows us to raise the question of what features of children's sleep parents notice and which of them they consider as a problem. &lt;strong&gt;Aim.&lt;/strong&gt; To identify the features of recognition by parents of sleep difficulties in children aged 5&amp;ndash;13 years and their subjective qualification their children&amp;rsquo;s sleep as a problem. &lt;strong&gt;Methods.&lt;/strong&gt; In 147 pairs of &amp;laquo;parent&amp;ndash;child 5&amp;ndash;13 years old without diagnosed sleep disorders&amp;raquo; (47 pairs with a child 5&amp;ndash;6 years old, 49 with a child 7&amp;ndash;9 years old, 51 with a child 10&amp;ndash;13 years old), parents answered questions about the pattern of children's sleep habits and completed the Children's Sleep Habits Questionnaire, while the children answered questions about the children's self&amp;ndash;report about their sleep (Sleep Self&amp;ndash;Report). &lt;strong&gt;Results.&lt;/strong&gt; Despite the prevalence of various sleep difficulties in children aged 5&amp;ndash;13 years, most of the symptoms, unless they are daily or extremely rare and culturally viewed as different from the norm, are rarely considered a problem by parents. The opinions of children and parents in relation to observable, externally verified behavioral manifestations were maximally coherent. The opinions of children and parents on aspects of sleep, which include not the manifestations themselves, but the assessment of their normativity, were not at all consistent with each other. &lt;strong&gt;Conclusions.&lt;/strong&gt; The data point to both the importance of better informing parents about various aspects of children's sleep, and the relevance of clinicians' attention to those features of children's sleep that parents do not notice or are not considered a problem.&lt;/p&gt;

Centre‐based early education interventions for improving school readiness: A systematic review

Centre‐based early education interventions for improving school readiness: A systematic review

Membangun Paradigma tentang Makna Guru pada Pembelajaran Culturally Responsive Teaching dalam Implementasi Kurikulum Merdeka di Era Abad 21

To align with the current curriculum, 21st-century learning necessitates teachers to depart from the old paradigm, where teachers were considered to have the role of merely delivering instructional content. The implementation of the "Merdeka" Curriculum at present can be said to not be fully realized by all schools. The essence of education involves incorporating cultural elements into the child's self, allowing the child to become a humane being by assimilating into the culture. The research conducted here utilizes a library research or literature study research type. The data collection technique used involves exploring data through literature reviews, reading, examining, and noting information from various reference sources such as journals, articles, and relevant books. Furthermore, the data analysis technique employed is content analysis. From the research conducted, it is evident that the emerging new paradigm is that the "Merdeka" Curriculum offers an opportunity to apply Culturally Responsive Teaching (CRT) in learning. Teachers position themselves as facilitators tasked with eliminating disparities arising within the classroom due to the diversity in students' backgrounds, traditions, ethnicities, and other differences. Additionally, teachers also act as mediators who accommodate these disparities and embrace various cultural responses.

TCOF1 Gene variation in Treacher Collins syndrome and evaluation of speech rehabilitation after bone bridge surgery

Objective:By analyzing the clinical phenotypic characteristics and gene sequences of two patients with Treacher Collins syndrome（TCS）, the biological causes of the disease were determined. Then discuss the therapeutic effect of hearing intervention after bone bridge implantation. Methods:All clinical data of the two family members were collected, and the patients signed the informed consent. The peripheral blood of the proband and family members was extracted, DNA was extracted for whole exome sequencing, and Sanger sequencing was performed on the family members for the mutation site.TCOF1genetic mutations analysis was performed on the paitents. Then, the hearing threshold and speech recognition rate of family 2 proband were evaluated and compared under the sound field between bare ear and wearing bone bridge. Results:In the two pedigrees, the probands of both families presented with auricle deformity, zygomatic and mandibular hypoplasia, micrognathia, hypotropia of the eye fissure, and hypoplasia of the medial eyelashes. The proband of Family 1 also presents with specific features including right-sided narrow anterior nasal aperture and dental hypoplasia, which were consistent with the clinical diagnosis of Treacher Collins syndrome. Genetic testing was conducted on both families, and two heterozygous mutations were identified in the TCOF1 gene: c. 1350_1351dupGG（p. A451Gfs*43） and c. 4362_4366del（p. K1457Efs*12）, resulting in frameshift mutations in the amino acid sequence. Sanger sequencing validation of the TCOF1 gene in the parents of the proband in Family 1 did not detect any mutations. Proband 1 TCOF1 c. 1350_1351dupGG heterozygous variants have not been reported previously. The postoperative monosyllabic speech recognition rate of family 2 proband was 76%, the Categories of Auditory Performance（CAP） score was 6, and the Speech Intelligibility Rating（SIR） score was 4. Assessment using the Meaningful Auditory Integration Scale（MAIS） showed notable improvement in the patient's auditory perception, comprehension, and usage of hearing aids. Evaluation using the Glasgow Children's Benefit Inventory and quality of life assessment revealed significant improvements in the child's self care abilities, daily living and learning, social interactions, and psychological well being, as perceived by the parents. Conclusion:This study has elucidated the biological cause of Treacher Collins syndrome, enriched the spectrum of TCOF1 gene mutations in the Chinese population, and demonstrated that bone bridge implantation can improve the auditory and speech recognition rates in TCS patients.

From child-peer similarity in imitative behavior to matched peer-mediated interventions in autism.

Self-consciousness develops through a long process, from pre-reflexive consciousness relying on body perception, to "meta" self-awareness. It emerges from the imitative experience between children and their peers. This experience linked to the capacity to test structural similarities between oneself and others, is addressed according to the concept of interpersonal affordance. We hypothesize that the opportunity for co-actors to engage in a process of interpersonal coordination is underlined by their similarity in terms of morphological, behavioral and motor features. This experience can sustain the emergence of new affordances for objects for each co-actor, as well as new affordances in terms of joint actions. We apply this idea in the context of peer-mediated interventions (PMI) in autism spectrum disorder (ASD). We argue that, in PMI, an encounter between children with autism and similar peers would foster the opportunity to engage in a spontaneous process of interpersonal coordination. This process would enable the development of self-consciousness and the emergence of perception of interpersonal, self and other's affordances for children with autism. We conclude that metrics to assess morphological, behavioral and motor similarity should then be defined and used in future studies to test our hypothesis in children with autism versus TD children or between children with autism.

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.

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.&#x0D; 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.&#x0D; 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.&#x0D; Conclusions The results of this study provide examples of whole child by empirically illustrate the relationship between social emotional development and physical motor development.

Identification of Student Learning Difficulties Based on Self, Environment, and Family Aspects in Learning Mathematics at the Elementary School Level

Basic education is an important foundation for students' academic and social development. Not all students experience ease in obtaining and processing the information taught at school. Education is also the most important factor for the progress of a nation. Student learning difficulties are not only caused by low cognitive factors but are evidenced by deviant behavior or external factors that they experience, such as family and environmental support factors. Family and environmental support can also play an important role in overcoming learning difficulties for elementary school students. This study used a quantitative research design with a cross-sectional approach. This study uses a descriptive approach design that aims to describe and analyze the phenomenon of learning difficulties of elementary school students. The population of this research is the Suradinaya elementary school. Random sampling technique has been used in this study. The instrument used was a learning difficulties questionnaire as a research measurement tool. Based on the diagram above, it can be seen that aspects of the child's self and family aspects have almost the same average percentage, with values of 66% and 65%. Environmental aspects get a higher average percentage, which is equal to 75%. There needs to be cooperation between schools, families, and the surrounding environment in creating a conducive and effective learning environment for students. In conclusion, student learning difficulties are influenced by various factors, both from aspects of the student's self as well as environmental and family factors. Thus, students will be able to achieve maximum academic achievement and achieve success in the future

Emotional status of children aged 7 to 17 of health workers and in the general population during the COVID-19 pandemic: A cross-sectional comparative study in Belgium

We assessed the mental health of children and adolescents aged 7 to 17 and their parents immediately after the first wave of the COVID-19 pandemic. A survey online was conducted in Belgium between May 29th and August 31st 2020. (1) Anxious and depressive symptoms were self-reported by one out of four children and hetero-reported by parents for one out of five children; (2) Anxiety scores were higher in children compared to adolescents; (3) Social introversion scores were significantly higher in adolescents compared to children; (4) No significant differences for anxio-depressive symptoms were found between healthcare worker parents and the other parents. Children's self- or hetero-reported symptoms were not found to be connected to parents' professional activities. This cross-sectional survey adds evidence to the impact the COVID-19 pandemic has had on children's and adolescents' emotional state, in particular on their levels of anxiety and depression.