Active Participation Of Children Research Articles

Executive functions and motor ability contribute to children’s participation in daily activities

ABSTRACTExecutive functions are crucial for efficient daily functioning. However, the contribution of executive functions to the participation in daily life activities of children, have been inadequately studied. The study aimed to examine the unique contribution of executive functions, beyond motor ability, to the diversity and independence of children’s participation. Forty-four children (5–6 years old), of whom 22 received occupational therapy services and 22 were typically developing peers, participated in the study. All children were individually evaluated using motor and executive functions’ tests; their parents completed the Children Participation Questionnaire. After controlling for motor ability, inhibitory control was the significant contributor to the child’s participation. An interaction effect of motor ability and inhibitory control significantly predicted the child’s independence level in participation. Supporting the inhibitory control ability of young children with motor difficulties may be a pathway for achieving our ultimate goal to enable and promote children’s participation.

Construct and correlates of basic motor competencies in primary school-aged children

BackgroundA central aim of physical education is the promotion of basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK), which are prerequisites for children's active participation in sports culture. This article introduces the MOBAK-1 test instrument for 6- to 8-year-old children and determines the construct validity of this test instrument. In addition, the relationship between MOBAK and motor ability (i.e., strength) as well as body mass index (BMI), sex, and age is investigated. MethodsWe analyzed data of 923 first and second graders (422 girls, 501 boys, age = 6.80 ± 0.44 years). The children's basic motor competencies were assessed by the MOBAK-1 test instrument. Besides analyses of frequency, correlation, and variance, 3 confirmatory factor analyses with covariates were performed. ResultsWe found 2 MOBAK factors consisting of 4 items each. The first factor, locomotion, included the items balancing, rolling, jumping, and side stepping; the second factor, object control, included the items throwing, catching, bouncing, and dribbling. The motor ability strength had a significant influence on the factors locomotion (β = 0.60) and object control (β = 0.50). Older pupils achieved better results than younger pupils on object control (β = 0.29). Boys performed better on object control (β = −0.44), whereas girls achieved better results in locomotion (β = 0.07). Pupils with a high BMI achieved lower performance only on the factor locomotion (β = −0.28). ConclusionThe MOBAK-1 test instrument developed for this study meets psychometric validity demands and is suitable to evaluate effects of sports and physical education.

Interactive Video Games are an Effective Supplementary to Pediatric Clinical Exercise Rehabilitation for Cerebral Palsy: Knowledge Translation of Video Game-based Therapy

To increase physical activity participation in children with cerebral palsy, the concept of video game-therapy has been introduced as a supplementary to physical rehabilitation programs. Evidence suggests that video game-based therapy is a safe, enjoyable and feasible strategy to increase movement experiences in children with developmental disabilities. Commercial video game consoles provide a platform for users to participate in repetitive movement tasks, which have been suggested to drive neuroplastic changes towards motor development in children with cerebral palsy. This evidence-based review is a supplementary to a knowledge translation video designed to educate the general public on the health-related benefits that can be accrued from playing interactive video games as an adjunct therapy to clinical exercise rehabilitation for children with cerebral palsy.

The demographic influence on physical activity trends among South Australian children and adolescents

Introduction: It is concerning only 19% of Australian youth participate in the required 60 min of daily moderate to vigorous physical activity (MVPA). The aim of this study was to report trends in children's physical activity participation over three decades within defined physical activity (PA) contexts, with a particular focus on the demographic influence on PA temporal trends. Data at three time points were used to assess trends within the contexts of school active transport, organised sport, physical education (PE) and school break times.

A alfabetização no ensino fundamental de nove anos no contexto das políticas educacionais: alguns desafios para reflexão

The article reflects on the challenges that the overview of alphabetization with literacy presents for the first three years of primary school, in the context of expansion policies of this education, especially at the time when the Law Number 11.274/06 (BRASIL, 2006) completes ten years of its enactment and in which were defined the first three years as a time devoted to alphabetization and literacy. Some data were obtained and worked in the School Census microdata and the results of Literacy National Assessment in 2014, whose analyzes occurred during the development of researches approved by Edicts from the Education Observatory (CAPES / INEP). The results showed that a significant number of children are coming to the end of the literacy cycle without knowing how to read and write, and in schools substandard materials and pedagogical conditions, which shows that the process of teaching and learning take place in conditions that weaken the continuity of studies and the active participation of children in social life.

Ethnography (and) Digital. In action

Longitudinal research within Centre for Study in Cultural Development’s project “Cultural Participation and Cultural Heritage” was focused upon cultural participation of children in pre-schools and elementary schools but instead of publishing results decision was made to make electronic ethnographic database that contains documentation about programs that were successful in achieving active participation of children. Omnipresent in contemporary world new technologies are frequently taken for granted but creation of our database („Culture and other games for children“) showed that in the process very little goes without saying. Proces was in its core collaborative ethnography endavour and issues of collaboration included ones important for grasping interactions within digital ethnography. Aim of this paper is to talk about (not just write down) these issues as in the future mingling and balacing physical and virtual realities may be prominent for ethnography as well.

A systematic review and meta-analysis of the efficacy of therapy and behaviour change interventions to increase physical activity participation in children with cerebral palsy

A systematic review and meta-analysis of the efficacy of therapy and behaviour change interventions to increase physical activity participation in children with cerebral palsy

Enabling physical activity participation for children with disabilities: goal attainment, performance, and satisfaction following intervention

Enabling physical activity participation for children with disabilities: goal attainment, performance, and satisfaction following intervention

Traumatic dental injury research: on children or with children?

It is widely acknowledged that children should participate in healthcare decisions, service development and even setting research agendas. Dental traumatology is a major component of paediatric dentistry practice and research. However, little is known about young patients' contribution to new knowledge in this field. The aim of the study was to establish the extent to which children are involved in contemporary dental trauma research and to evaluate the quality of the related literature. A systematic review of the dental trauma literature was conducted from 2006 to 2014. The electronic databases, MEDLINE and Scopus, were used to identify relevant studies. The selected papers were independently examined by five calibrated reviewers. Studies were categorized by the degree of children's involvement and appraised using a validated quality assessment tool. The initial search yielded 4374 papers. After application of the inclusion and exclusion criteria, only 96 studies remained. Research on children accounted for 87.5% of papers, and a proxy was involved in 4.2%. Children were engaged to some degree in only 8.3% of studies, and there were no studies where children were active research participants. In the quality assessment exercise, papers scored, on average, 57% (range = 14-86%). There is scope to encourage more active participation of children in dental trauma research in the future. Furthermore, there are some areas where the quality of research could be improved overall.

Making health information meaningful: Children's health literacy practices

Children's health and wellbeing is high on the research and policy agenda of many nations. There is a wealth of epidemiological research linking childhood circumstances and health practices with adult health. However, echoing a broader picture within child health research where children have typically been viewed as objects rather than subjects of enquiry, we know very little of how, in their everyday lives, children make sense of health-relevant information.This paper reports key findings from a qualitative study exploring how children understand food in everyday life and their ideas about the relationship between food and health. 53 children aged 9-10, attending two socio-economically contrasting schools in Northern England, participated during 2010 and 2011. Data were generated in schools through interviews and debates in small friendship groups and in the home through individual interviews. Data were analysed thematically using cross-sectional, categorical indexing.Moving beyond a focus on what children know the paper mobilises the concept of health literacy (Nutbeam, 2000), explored very little in relation to children, to conceptualise how children actively construct meaning from health information through their own embodied experiences. It draws on insights from the Social Studies of Childhood (James and Prout, 2015), which emphasise children's active participation in their everyday lives as well as New Literacy Studies (Pahl and Rowsell, 2012), which focus on literacy as a social practice. Recognising children as active health literacy practitioners has important implications for policy and practice geared towards improving child health.

Caregiver Reports of Children's Activity Participation Following Serious Injury.

Paediatric trauma can result in significant levels of on-going disability. The aim of this study was to explore the restrictions on activity participation that children experience following serious injury from the perspective of their caregivers. We performed a thematic analysis of transcripts of semi-structured in-depth interviews with the caregivers of 44 seriously injured children, conducted three-years after the injury, and purposively sampled from a population-based cohort study. Both temporary and on-going restrictions on school, sport, leisure and social activities were identified, some of which were imposed by caregivers, schools, or recommended by health providers. The perceived risk of further injury, physical restrictions, emotional state and fatigue levels were important influences on degrees of activity restriction. Children who were socially less engaged, especially those who were more severely injured, had difficulty making and retaining friends, and exhibited signs of depression or social withdrawal. The activities of pre-school children were strongly regulated by their caregivers, while school age children faced obstacles with participation in aspects such as study, sport, and peer and teacher relationships, affecting learning, school attendance and enjoyment. The findings highlight the need for primary prevention and reducing the impacts of serious injury throughout the continuum of care.

O papel do tutor virtual na formação de professores dos anos iniciais na modalidade a distância: a matemática em foco

Resumo O estudo aqui apresentado pretendeu identificar a forma como questões relacionadas ao ensino da matemática são abordadas e conduzidas pelos tutores virtuais em um curso de formação de professores dos anos iniciais, realizado na modalidade a distância. O cenário para a coleta de dados foi o curso de licenciatura em pedagogia de uma universidade pública brasileira, que considera como função do tutor virtual contribuir não apenas para o uso do ambiente virtual e de suas ferramentas, mas também em relação ao conteúdo e à formação dos estudantes, futuros professores. A opção pelo objeto a ser estudado permitiu aproximar tal pesquisa de um estudo de caso, que busca o conhecimento a partir de um caso específico, representado, nesta investigação, pela forma de organização do trabalho dos tutores virtuais. A análise foi realizada, levando-se em consideração aspectos da análise textual discursiva, em uma abordagem qualitativa. Observou-se a possibilidade de um atendimento mais individualizado às necessidades de cada estudante, por meio de: a) apontamentos dos aspectos positivos de cada atividade, buscando sistematizar as aprendizagens; b) ampliações e complementações às ideias apresentadas; c) problematizações e questionamentos; e d) aspectos relacionados ao conteúdo matemático e à participação efetiva das crianças nas atividades. A identificação e a análise dessas intervenções permitiram constatar que, nesse curso de formação de professores a distância, muitas das práticas dos tutores virtuais podem ser consideradas como de professores.

Mother–child interaction quality in shared book reading: Relation to child vocabulary and readiness to read

Past research has indicated that parent–child book reading interaction quality, not just quantity, is a relevant consideration in children's vocabulary acquisition. In particular, children's active participation is considered key. This study investigated links between maternal beliefs about shared reading strategies and children's readiness to learn to read, mothers' observed shared reading behaviors, and children's vocabulary sizes. Participants were 62 mothers and their preschool children attending Head Start. Mother–child book reading was observed, and mothers' beliefs were measured via self-report and ratings of videotaped vignettes portraying reading strategies. Children's expressive and receptive vocabularies were assessed. Results revealed that dyadic shared reading quality mediated the link between mothers' beliefs and children's expressive, but not receptive, vocabulary. Further, mothers' perceptions of children's readiness to learn to read moderated the link between mother's beliefs and shared reading quality. This evidence highlights the importance of maternal beliefs in guiding behaviors that facilitate preschoolers' vocabulary development.

The Effect of Increasing Autonomy Through Choice on Young Children's Physical Activity Behavior.

Increasing autonomy by manipulating the choice of available physical activity options in a laboratory setting can increase physical activity in older children and adults. However, the effect of manipulating the number of physically active choices has yet to be examined in young children in a gymnasium environment. Twenty children (n = 10 girls, 6.1 ± 1.4 years old) individually participated in 2 [low choice (LC), high choice (HC)] free-choice activity conditions for 30 minutes in a 4360 square foot gymnasium. Children had access to 2 or 8 physical activity options in the LC and HC conditions, respectively. Physical activity behavior was measured via accelerometry. Children's 30-minute accelerometer counts increased (P < .03) from the LC (2675 ± 294 counts·min-1) to the HC (3224 ± 280 counts·min-1) condition. Providing greater autonomy through choice of a greater number of physically active options increased young children's physical activity participation by 20.5%.

Participation in extracurricular activities for children with and without siblings with autism spectrum disorder

Objective: To compare the number, frequency, enjoyment and performance in extracurricular activities of siblings of children with autism spectrum disorders (ASD) to their typically developing (TD) peers, and to identify differences between actual and desired participation. Methods: A case-control study with 30 siblings of children with ASD and 30 siblings of TD children was conducted using the Paediatric Interest Profiles and a questionnaire. Results: Siblings of children with ASD participated in fewer extracurricular activities than those with TD siblings. ASD symptoms were significantly associated with the sibling participating in fewer extracurricular activities. Children with TD siblings had higher enjoyment scores in relaxation activities than children with siblings with ASD. Conclusion: While results were mainly positive, some differences indicated that having a sibling with ASD may impact participation in extracurricular activities. Assessments of participation barriers, as well as support to minimise participation restrictions among siblings of children with ASD are required.

A Report of play workshop "Forest of frottage -Kosutte deruderu! moyo ga ippai-" to encourage the active participation of children

A Report of play workshop "Forest of frottage -Kosutte deruderu! moyo ga ippai-" to encourage the active participation of children

Teacher Is the Creator of the Pedagogical Environment in the Institution of Preschool Groups in Secondary School

&lt;p&gt;&lt;em&gt;Everyone from first to the last days of life are included in one or several groups: family, preschool education, preschool group or school, work environment, in social institutions. Currently, Latvian school children going to nursery schools and pre-school groups to educational institutions (schools, learning institutions, etc.) which are registered in the register of educational institutions and licensed early childhood education programs. &lt;/em&gt;&lt;em&gt;Researching and analyzing the importance of pre-school education, it is important to recognize that early childhood education exercise a certain type of education and the extent to which, in accordance with the concepts and principles of the guidelines are designed curriculum, targeted programs for the acquisition of educational guidance and evaluation system. Educational institution as a complex system, changes in one component affects the other components in the quality and up to date further changes; System prosperity depends on the components of mutual unity: from the planning process, eligibility and conditionality for the development of a clear and purposeful strategy for raising educational institutions.&lt;/em&gt;&lt;em&gt; &lt;/em&gt;&lt;em&gt; &lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Educational process - it is all a child's life, organized and managed by an adult. This should ensure the child's teaching and learning, development, education, education as a whole, and where much attention is paid to children's brain development, linking it with the child's active participation. It also set a goal: to study the role of pre-school teacher teaching environment for pre-school institution group of high school.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders.

Sensory features are highly prevalent among children with autism spectrum disorders (ASD) and have been shown to cluster into four patterns of response, including hyperresponsiveness, hyporesponsiveness, enhanced perception, and sensory interests, repetitions and seeking behaviors. Given the lack of large-scale research on the differential effects of sensory response patterns on children's participation in specific activities, this study investigated the extent to which sensory response patterns impacted six dimensions of children's activity participation as measured by the Home and Community Activities Scale among a large, national sample of school aged children with ASD (n = 674). Using mixed model regression, results showed that sensory response patterns differentially impacted dimensions of activity participation, and associations were moderated by a number of child characteristics.

Participation in physical activities for children with physical disabilities: feasibility and effectiveness of individualised physical activity referrals

Conclusion(s): KS induces higher ST EMG activity than NH does. There is no difference in peak EMG activity between the two exercises in the BF. Implications: The present finding suggests that the KB exercise could be introduced in rehabilitation when aiming at enhanced ability to recruit ST during forceful movements. However, to avoid adverse effects in the early phase of rehabilitation, caution must be taken when introducing highintensity training among ACL reconstructed patients.

Entrepreneurial learning in Swedish preschools: possibilities for and constraints on children's active participation

The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative.