Children's Beliefs Research Articles

Children's beliefs about Black and White men's and women's scientific knowledge: An intersectional approach.

Children are sensitive to other's knowledge and social characteristics when seeking out information, but little is known about how adults' gender and race interact to influence children's beliefs about adults' knowledge. In two studies, 5-8-year-olds (N = 257; 127 girls; 130 boys; 73% White) saw photos of Black and White men and women and rated each adults' science knowledge. In Study 1, children then viewed four adult faces together (one from each gender and race) and chose who knew the most and second-most about the answer to a scientific question. In Study 2, the selection task was modified so that children saw two faces from different categories and chose one, and children were then asked to identify one of four individuals as a scientist. In both studies, children also chose which of four individuals they would want to learn about science from. Children gave similar knowledge ratings to men and women and to Black and White individuals when they rated one adult at a time. However, when children selected the most knowledgeable adult, they showed an ingroup gender-based preference whose strength varied with child age. In both studies, children also showed an ingroup gender-based learning preference, but showed no preferences based on adult race. Children referred to adults' appearance most often when justifying their learning preference and which individual they believed to be a scientist. Together, these findings suggest that, for primarily White American children, a potential adult informant's gender may be more salient than race when evaluating science knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Relationships Between Trust Beliefs in Physicians by Children With Asthma, Those by Their Mothers and the Children's Medical Health.

The study examined whether there were linear and curvilinear relationships between the trust beliefs in physicians by the children, those by their mothers and the children's medical health. The study examined whether there were changes in those relationships across time. The data gathered in a previous study were subjected to further analyses. One hundred and forty-three children with asthma (116 males, Mage = 12 years and 7 months) and their mothers were administered standardized scales twice across 1 year. The scales assessed the children's trust beliefs in physicians, the mothers' trust beliefs in physicians, the children's quality of life and the children's adherence to prescribed medical regimes. Quadratic relationships were found between the children's quality of life and both their and their mothers' trust beliefs in physicians. The quadratic relationship increased over time. Linear relationships were found between trust beliefs in physicians and children's adherence to prescribed medical regimes. Children with asthma are prone to a lower quality of life when they and their mothers hold very high, as well as hold very low, trust beliefs in physicians. Children's trust beliefs in physicians increase the probability of adherence to prescribed medical regimes.

Effect of Health Education on Environmental Pollution as a Primary Factor in Sustainable Development

Environmental Pollution (EP) is an escalating worldwide issue affecting the entire planet. Environmental consciousness plays a crucial role in addressing EP's problems. Environmental Education (EE) is one of the methods used to instill these ideals in individuals. EE is a critical determinant of enhancing the condition of the ecosystem, and it is imperative to get instruction from a young age. Instructors influence children's interests, mindsets, and beliefs on environmental issues and their associated difficulties in Peru. The significance of EE is exceedingly elevated. This significantly impacts the nation's Economic Development (ED) and Public Health (PH) . The Sustainable Development Goals (SDGs) serve as a comprehensive plan for achieving a more prosperous and environmentally responsible future for everyone. The establishment of SDGs aims to eliminate poverty, protect against natural calamities, and provide universal prosperity and security. This study investigates educators' potential, perspectives, and opinions in instructing the subject of EP and PH. The research documents the correlation between EE and EP in Peru. The primary objective was to engage with instructors and ascertain their capacity to educate students about EP. The requisite information was acquired by a survey (240 participants) distributed to all pertinent elementary and secondary schools. The mean yearly number of classes taught is just 2.62, although the preferred number of lessons, as indicated by the instructors, is considerably more. Instructors find water and air contamination particularly intriguing among the various forms of pollution. When instructors mediate the curriculum, they prioritize respecting both living and inanimate nature, focusing on living nature for 19% of their efforts. Several instructors continue to depend on inadequate technological advancement, which is restricted by nature protection (2%). According to instructors, the conversation technique (34%) is a frequently used approach to engage students in learning about the issue of contamination. Studies have indicated that instructors believe that to address the concerns adequately, the number of classes devoted to this topic should be increased threefold. The collected results validate educators' endeavors in addressing environmental contamination, which is a positive trajectory.

Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination

Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: Anti-Bias, Minimizing, and General. Teachers more frequently referenced Anti-Bias and Minimizing practices and less frequently referenced General practices in gender versus racial contexts. Further, the specific types of Anti-Bias and Minimizing practices were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.

How does Google get its information?: Children's judgements about Google search.

Children frequently use Google to answer their questions, yet what they think about Google's capacity and limitations is unclear. This study explores children's beliefs about Google's capacity to answer questions. American children ages 9 and 10 (n = 44; 18 boys and 26 girls) viewed factual questions directed towards Google or a person. After viewing each question, they reported their confidence in the informant's accuracy, the time it would take the informant to obtain the answer and how the informant would obtain the answer. Finally, they generated questions that the internet would be capable or incapable of answering. Children believed Google would be more accurate and faster than a person at answering questions. Children consistently generated appropriate questions that the internet would be good at answering, but they sometimes struggled to generate questions that the internet would not be good at answering. Implications for children's learning are discussed.

PERAN GURU TERHADAP SIKAP TOLERANSI BERAGAMA PADA ANAK USIA DINI DI TK PERTIWI METRO PUSAT

Diverse nation, with various religions and beliefs. Early childhood education covers 6 aspects of development that are very important in shaping a child's personality, including an understanding of religious tolerance. At Pertiwi Metro Kindergarten, which has students from various religious backgrounds, teachers play a key role in educating, directing and instilling the values ​​of tolerance, The research method used is a qualitative approach with a descriptive type. Sources of research data include Pertiwi Metro Pusat Kindergarten teachers. Data collection techniques are interviews and documentation and observation. The data analysis techniques used are data condensation, data presentation and conclusion drawing. Test the validity of the data using triangulation of sources, techniques and time.The research results show that teachers at Pertiwi Metro Kindergarten play an important role in instilling the values ​​of religious tolerance in early childhood. They develop a curriculum that emphasizes the values ​​of tolerance through stories, songs and routine class activities, as well as being role models in everyday behavior. An inclusive learning environment is created so that every child feels accepted regardless of religious background, and communication with parents is established to strengthen the understanding of tolerance at home. This school integrates religious activities according to each child's beliefs and regularly evaluates the tolerance program through observation and feedback from parents. Despite the challenges of diversity in family backgrounds, schools overcome them with training for teachers and dialogue with parents. As a result, children at Pertiwi Metro Kindergarten show a better understanding of religious differences and mutual respect, forming the basis for a harmonious society in the future. This research also highlights the importance of collaboration between teachers and parents, as well as an integrated learning approach that includes activities for Muslim and non-Muslim children, in creating an inclusive environment that respects religious diversity

Predicting Learning: Understanding the Role of Executive Functions in Children's Belief Revision Using Bayesian Models.

Recent studies suggest that learners who are asked to predict the outcome of an event learn more than learners who are asked to evaluate it retrospectively or not at all. One possible explanation for this "prediction boost" is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still-developing executive functions. In this paper, we combined multiple analytic approaches to investigate the potential role of executive functions in elementary school-aged children's science learning. We performed an experiment that investigates children's science learning during a water displacement task where a "prediction boost" had previously been observed-children either made an explicit prediction or evaluated an event post hoc (i.e., postdiction). We then considered the relation of executive function measures and learning, which were collected following the main experiment. Via mixed effects regression models, we found that stronger executive function skills (i.e., stronger inhibition and switching scores) were associated with higher accuracy in Postdiction but not in the Prediction Condition. Using a theory-based Bayesian model, we simulated children's individual performance on the learning task (capturing "belief flexibility"), and compared this "flexibility" to the other measures to understand the relationship between belief revision, executive function, and prediction. Children in the Prediction Condition showed near-ceiling "belief flexibility" scores, which were significantly higher than among children in the Postdiction Condition. We also found a significant correlation between children's executive function measures to our "belief flexibility" parameter, but only for children in the Postdiction Condition. These results indicate that when children provided responses post hoc, they may have required stronger executive function capacities to navigate the learning task. Additionally, these results suggest that the "prediction boost" in children's science learning could be explained by increased metacognitive flexibility in the belief revision process.

Analysis of the adoption process of instant noodle giving behavior to toddlers: A phenomenological study of learn, feel, and do in mothers

Background: Instant noodle giving by mother to toddler can be bad for toddler's health, especially if presented without additional material containing protein, mineral or vitamin. The purpose of this study is to determine the stage of learn, feel and do experienced by informants in adopting the behavior of giving instant noodles in toddlers. Method: Researchers use qualitative approach method with phenomenology design. The research data was collected through interviews and observation of 23 informants consisting of mother of toddler, family of toddler and TPG of Puskesmas Turikale. The data is then processed using content analysis. Findings: Sources of informant information are personal experiences, friends, television and internet. Informants know the side effects of instant noodles such as allergies, digestive disorders, and addictions. Informants also looked at instant noodles as a practical food, affordable, easy to find, and increase appetite of toddlers. Conclusion: Based on the result of the research, it can be concluded that at the stage of learning is found the reason for giving instant noodles due to the child's desire factor and belief to the excess of instant noodles, while at the feel of informant stage confident of the danger of instant noodle but not bigger than the child's desire factor, to stage do with the pattern of adoption trial-do is to try some practices such as giving instant noodles that are not berkuah with additional ingredients that informants provide eggs and green mustard greens. Novelty/Originality of this article: The novelty of this study lies in the use of the learn, feel, and do approach to analyze the process of adopting instant noodle-giving behaviour in toddlers, focusing on the mother's internal conflict and the trial-do adoption pattern. This study is also unique because it uses a phenomenological method to explore various factors influencing mothers' decisions, including social, economic, and psychological aspects, and identifies diverse sources of information shaping their knowledge and perceptions.

The socialization of social–emotional behaviour in early childhood classrooms: child outcomes moderated by socioeconomic risk

ABSTRACT Early childhood educator's emotional socialization may contribute crucially to young children's social–emotional competence. Here, we examined the contributions of self-reported reactions to children's emotions and beliefs about emotional socialization of 90 teachers to the social–emotional competence of 334 pre-schoolers. Teacher-reported emotion socialization, especially as moderated by classroom socioeconomic risk, often predicted pre-schoolers’ end-of-year social–emotional behaviours, independent of child covariates, including children's beginning-of-year premeasures. Only three findings resembled the parent emotion socialization literature, however, and two appeared unique to the pre-school environment. Most were specific to classrooms where children experienced socioeconomic risk. The pattern of moderation findings highlights the importance of context in teachers’ emotional socialization. Suggestions are given for expanded research on the topic and potential applications to assist teachers in their role as emotion socializers.

Patients' beliefs as predictors of patient satisfaction and health-related quality of life in pediatric rehabilitation.

This study investigated the predictive value of illness and treatment beliefs for patient satisfaction and health-related quality of life (HRQOL) in adolescents receiving inpatient rehabilitation treatment. In addition, we examined the relationship between fulfilled rehabilitation-related treatment expectations and patient satisfaction. In this longitudinal study (recruitment between April 2019 and March 2020), 170 participants (M = 14.3 years [SD = 1.6]) answered self-report questionnaires before and at the end of rehabilitation (6 weeks later). We applied multiple hierarchical regression analyses, controlling for sociodemographic and diagnoses variables. The results showed fulfilled expectations of treatment success and sustainability to be a significant predictor of patient satisfaction (p < .01). The illness belief dimension of emotional representation predicted HRQOL (p < .01). Rehabilitation-related treatment beliefs were not predictive of any outcome. This study provides a first insight into the relationships between these constructs in the context of inpatient pediatric rehabilitation. However, future research is needed to further examine illness and treatment beliefs in this specific treatment setting. Practical implications concern the incorporation of children's and adolescents' beliefs into treatment management to optimize rehabilitation outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa

AbstractYoung children's lie‐telling behavior is associated with their theory of mind (ToM) development. However, current evidence is primarily based on cross‐sectional studies, with very little longitudinal evidence on the causal relation between the two constructs. The current study provided much‐needed cross‐lagged longitudinal evidence on the association between ToM and lying in young children. Adopting a short‐term longitudinal design, we tested 104 normally developing children's (64 boys, M = 54.0 months) false belief understanding and lie‐telling behaviors three times at 4‐month intervals. Results showed the cross‐lagged model fit the data well. Lie‐telling behaviors exhibited moderate stability across the three time points, while ToM exhibited moderate stability between the first two time points but not between Time 2 and Time 3. Earlier false belief understanding significantly predicted children's later lie‐telling behavior, controlling for family socioeconomic status, child age, gender, only child status, and Time 1 verbal ability and inhibitory control. On the contrary, earlier lie‐telling did not predict later false beliefs understanding. We concluded that earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa.

Gender stereotypes regarding power and niceness in Japanese children.

Belief in gendered social power imbalance (i.e. males are more powerful than females) leads to undesirable gender disparities, but little is known about the developmental origins of this belief, especially in Eastern cultures. We investigated the development onset of this belief by focusing on 4-7-year-old Japanese children while considering another belief (females are nicer than males) for comparison. In the dyadic context tasks, children saw pairs of animated characters depicting powerful-powerless or kind-unkind postures and judged the characters' gender (boy or girl). Results suggested both 'nice = female' and 'powerful = female' gender stereotypes in children. In the collective context tasks, children were presented with stories in occupational contexts, including multiple unspecified people and verbal cues, describing more explicitly the powerful and nice traits of the protagonists. The results replicated the 'nice = female' gender stereotype. Moreover, early 'powerful = male' gender stereotypes were seen in 6-year-old boys but not among girls in general. These findings demonstrate that Japanese children's beliefs regarding gender differences in power vary depending on the context in which male-female interactions are presented. Additionally, the study reveals that signs of the 'powerful = male' social power gender stereotype emerge around the ageof 6.

Mendidik Anak-Anak Yang Bermoral Rohani di Era Teknologi Informasi Sesuai Dengan Iman Kristen

The development of technology has a great influence on the spiritual morals of children. In this case, the role of parents, churches, and Christian schools is enormous. Based on theoretical studies and practical experiences, this paper aims to explain how parents, churches, and schools can play a major role in developing children's spiritual morals amid the onslaught of information technology. The method used is literature research based on biblical studies and practical studies based on experiences from parents at GKT New Life Semarang and Kindergarten Bintang Nusantara Banyumanik. This study concludes that parents, churches, and schools can build children's belief in the Bible's value through storytelling. Furthermore, social communication through family altars, online meetings for worship and fellowship, or private conversations for evangelism is also good to do. In addition, parents must be role models for children in spiritual matters, and the church must play a role in equipping parents. Christian teachers also need to be equipped to educate the children they are educated. Meanwhile, for teaching about the impact of technology, parents must firmly set boundaries and be an example. In addition, the church can also give lectures on the use of technology by the principles of the Christian faith and use it to preach the gospel. In schools, teachers must also provide teaching about the impact of technology and utilize technology as an attractive learning medium for children.

‘Out of the mouths of babes’ – capturing young children's perceptions of disability through the use of diversity dolls

ABSTRACT This study utilises diversity dolls to elicit young children's perceptions of visual disabilities. The study which involved 20 participants aged between six to seven years old suggests that although many children have positive attitudes towards peers with physical disabilities, attitudes are often grounded in the deficit medical model, with concepts related to assistive devices, medical causes, social consequences, and dependency. The study contributes to the literature through its use of a child centred method and open discussion, which enabled children to offer their innermost thoughts that might have otherwise remained hidden. Some of the comments gathered were quite derogatory, particularly with regards to facial features, and without disability awareness education children risk carrying negative and hostile views into adulthood. Methods which help to unearth children's core belief structures about disability provide an important foundation on which early years practitioners can build intervention programs which critically examine social inequalities and deconstruct dominant discourses, helping young children to develop positive attitudes towards disability.

The rehabilitation treatment beliefs questionnaire-revised: assessing adolescents' treatment beliefs.

While there are several studies on children's and adolescents' beliefs about illness and medication treatment, there is limited research on their treatment beliefs in the context of rehabilitation. The Rehabilitation Treatment Beliefs Questionnaire (RTBQ) was the first instrument available to assess pediatric patients' rehabilitation-related treatment beliefs. However, the RTBQ had some limitations that we aimed to address in this study: We revised the content of the RTBQ to include previously unaddressed dimensions of rehabilitation-related treatment beliefs, and we thoroughly tested its psychometric properties based on a sizeable, multicenter sample of adolescents with different chronic diseases. Across 11 pediatric rehabilitation clinics throughout Germany, eligible patients aged 12-18 years with any chronic physical or mental health condition were invited to participate in an online survey. Psychometric evaluation included item analysis, exploratory factor analysis, internal consistency and construct validity. The sample comprised N = 294 adolescents (M = 14.2 years) with various chronic conditions. Psychometric testing demonstrated a coherent factor structure with 6 interpretable scales covering process and outcome expectations, expectations of one's own role in the treatment process, structural expectations, concerns, and emotions, the latter three representing previously unaddressed dimensions of rehabilitation-related treatment beliefs. Internal consistency was acceptable to good. Construct validity analyses showed mostly hypotheses-consistent correlations with related constructs. The revised RTBQ provides a psychometrically well-tested, adolescent-specific, and disease-generic instrument that captures multiple dimensions of rehabilitation-related treatment beliefs. Practical implications include identifying adolescents' beliefs about rehabilitation treatment in order to actively involve them in their illness management.

A qualitative, multi-perspective study on causal beliefs about adolescent depression.

The current study aimed to examine: (1.1) causal beliefs about adolescent depression in a sample of adolescents with a clinical depression and their mothers and fathers; (1.2) within-family overlap of causal beliefs; (2.1) mothers' and fathers' reflected causal beliefs about their child's perspective; (2.2) the accuracy of mothers' and fathers' reflected causal beliefs as related to their child's causal beliefs. Qualitative study using a within-family approach. Adolescents with a current clinical depression (MDD/dysthymia; N = 34) and their parents (N = 34 mothers, N = 26 fathers) were independently interviewed about their causal beliefs about the adolescents' depression. Parents were additionally interviewed about their perception of their child's causal beliefs (i.e., reflected causal beliefs). The causal beliefs most frequently mentioned by adolescents, mothers and fathers are: characteristics of the child, social factors, school and various stressful experiences. Parent-child overlap was relatively low, specifically for the themes of bewilderment, cumulative effect and stressful life events, whereas overlap was relatively high for themes of social factors, school and stressful experiences outside of the family. Parents were relatively accurate in their reflected causal beliefs, but tended to underestimate their child's insights into possible causes of their depression. Accuracy of parents' reflected causal beliefs was particularly low for the theme cumulative effect and high for social factors. The various causal beliefs of adolescents and their parents could be used in therapeutic setting. Future research could examine whether (guided) conversations may promote alignment within families and treatment efficacy.

Beliefs about social mobility in young American children.

Although actual experiences of upward social mobility are historically low, many adolescents and adults express a belief in social mobility (e.g., that social status can change). Although a belief in upward mobility (e.g., that status can improve) can be helpful for economically disadvantaged adolescents and adults, a belief in upward social mobility in adults is also associated with greater acceptance of societal inequality. While this belief might have similar benefits or consequences in children, no previous work has examined whether children are even capable of reasoning about social mobility. This is surprising, given that elementary-aged children exhibit sophisticated reasoning about both social status, as well as about the fixedness or malleability of properties and group membership. Across an economically advantaged group of 5- to 12-year-old American children (N=151, Mage=8.91, 63% racial majority, 25% racially marginalized; Mhousehold income=$133,064), we found evidence that children can reason about social mobility for their own families and for others. Similar to research in adults, children believe that others are more likely to experience upward than downward mobility. However, in contrast to adult's typical beliefs-but in line with economic realities-between 7- and 9-years-old, children become less likely to expect upward mobility for economically disadvantaged, versus advantaged, families. In sum, children are capable of reasoning about social mobility in nuanced ways; future work should explore the implications of these beliefs. RESEARCH HIGHLIGHTS: Despite harsh economic realities, a belief in upward social mobility and the American Dream is alive and well. Between 7 and 9 years of age, economically advantaged, American children begin to expect economically disadvantaged families to experience less upward mobility than economically advantaged families. Children's beliefs about social mobility better accord with reality than adults' do.

How does caregiver-child conversation during a scientific storybook reading impact children's mindset beliefs and persistence?

This study explores how caregiver-child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver-child dyads (N = 202, 100 female, 35% non-White, aged 4-5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements, effort, or, in a baseline condition, neither. Children were asked about their mindset, presented with a persistence task, and asked about their understanding of effort and success. Findings demonstrate that storybooks highlighting effort are associated with growth mindset, attribution of success to hard work, and increased persistence. Caregiver language echoed language from the assigned storybook, showing the importance of reading storybooks emphasizing hard work.

Examining the Effect of Parental Support and Education Provided to Parents

The study aims to investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training.

Complementary Approaches to Pain for Children

Pain, an unpleasant sensory and emotional experience, affects children often and is one of the most common reasons to seek care. Pain in the pediatric patient population often goes unrecognized and is not assessed appropriately and adequately, leading to mismanagement and increased use of pharmacological methods to relieve pain. Pediatric surgical nurses must understand the numerous influential factors and assessment strategies in order to contribute to pain management, ensuring the appropriate pain assessment tool is used based on the child's age, cognitive development, culture, and beliefs. Complementary approaches should be included, when possible, to aid in eliminating or controlling pain in children. Alternative options, such as distraction, skin-to-skin contact, guided imagery, and hypnosis, are effective in reducing or eliminating pediatric pain. They can be used alone or in conjunction with traditional treatment plans, even in the perioperative period. Pediatric nurses can benefit from learning, understanding, and using the complementary approaches outlined for pain management in this vulnerable population.