Children's Completion Research Articles

IMPROVING THE ABILITY TO RECOGNIZE SYLLABLES USING THE MAHARAJA METHOD ASSISTED WITH FLASH CARD AND THE SNAKE AND LADDERS GAME IN BHINEKA KINDERGARTEN STUDENTS IN THE 2022/2023 ACADEMIC YEAR

The problem taken in this research is that students' ability to recognize and differentiate syllables is still low, so it needs to be improved using more effective strategic methods to stimulate students' enthusiasm and ability to recognize syllables. If we look at the learning method, it is felt that the Maharaja method is more appropriate to be applied in the activity of recognizing syllables in group B at Bhinneka Kindergarten because the children do not feel burdened with learning and do not separate their play activities. This type of research is classroom action research. Analysis of the research results shows that there was an increase in students' abilities in cycle 1, children's completion reached 58.3% and there was an increase in cycle II, increasing to 91.6% and only 1 student out of 12 students had not yet completed it. The use of the Maharaja method in this classroom action research based on student learning results was concluded to improve the ability to recognize syllables for Bhinneka Kindergarten students in Semarang.

Parental adjustment following their child's completion of acute lymphoblastic leukemia treatment.

Few studies haveexamined parent and family adaptation in the early period following the end of childhood cancer treatment. We examined parent adjustment at the end of their child's treatment for acute lymphoblastic leukemia (ALL). Parents of childhood cancer survivors (CCS), who were 3months post-ALL treatment, and parents of typically developing children completed measures of psychological and family functioning. Parents of CCS also completed distress and posttraumatic stress symptom (PTSS) questionnaires related to their child's cancer experience. One hundred twenty-nine parents were recruited: 77 parents of CCS and 52 comparison parents. Overall mean psychological symptoms of depression, anxiety and stress, and family functioning were within normal limits for both groups. Parents of CCS endorsed higher scores for stress, depression, and family problems; however, mean scores for emotional distress were low for both groups, in particular the comparison group. Parents of CCS endorsed low rates of PTSS. Fifty-one percent of parents of CCS scored above the distress thermometer (DT-P) clinical cutoff (>4), with items elevated across all six DT-P domains. However, most parents did not indicate a wish to speak to a health professional about their symptoms. Specialist psychosocial intervention may be indicated for only a subset of parents at the end of treatment. As per psychosocial standards of care, effective screening at this timepoint is warranted. Further examination of appropriate timing of psychosocial information and support services that are tailored to parents' circumstances is needed. eHealth approaches may be appropriate.

Decentralization, Public Services and Neglected Children in Mataram City, West Nusa Tenggara

One of the problems that are now the concern of the local government in Mataram is the phenomenon of neglected children, where the child is the hope of the nation that has a strategic role in enhancing the continuity of the nation's existence in the future. The main issues of neglected children in Mataram are rooted in the problem of poverty, so the handling should touch on the root of the problems. Regarding the matter, the government is arranging a program for the administration and empowerment of abandoned children. The Program is a neglected children's social welfare protection with other additional activities. In this context, the government uses decentralization. Decentralization will encourage people towards a self-propelled way by enabling social capital to solve the problems they are facing. With a proper procedure in addressing social issues that have been internalized, a neglected children's completion mechanism will be more productive and more efficient. While economically, decentralization in the belief can prevent exploitation in the central government of the region and can generate the innovation of society and encourage the motivation of the community to be more productive.

Gender differences in mothers’ spatial language use and children’s mental rotation abilities in Preschool and Kindergarten

Mental rotation has emerged as an important predictor of success in Science, Technology, Engineering, and Math (STEM). By the age of 4.5years, boys outperform girls in these abilities. Because parents use less spatial language with girls at this age (Pruden and Levine, 2017), the amount of spatial language that children are exposed to at home is believed to be one potential contributor to this disparity in preschool age children. To date, it is unclear if this gender difference continues when children enter school. To address this question in this study, children not yet in kindergarten (PreK) and kindergarten and first grade children (K+) were recorded playing with their mothers using magnetic tile toys followed by children's completion of a mental rotation task. As expected, mothers used more spatial language with PreK boys than girls; however, this relationship reversed in K+, with mothers using significantly more spatial language with girls than boys. Surprisingly, despite this, boys outperformed girls on the mental rotation task. These findings suggest that although girls' exposure to spatial language is higher after entry into school, this language difference is not reflected in increases in mental rotation abilities. Thus, earlier exposure to spatial language may be vital for the development of mental rotation abilities.

Psychometric Evaluation of the Participation and Sensory Environment Questionnaire-Home Scale (PSEQ-H).

The impact of sensory processing challenges on occupational participation is underrepresented by existing measurement tools even though these outcomes are highly prioritized by families. The Participation and Sensory Environment Questionnaire-Home Scale (PSEQ-H) is a parent-report assessment designed to evaluate the impact of the sensory environment on young children's participation in home-based activities. To describe the psychometric evaluation of the PSEQ-H, including the tool's structural validity; item difficulty, discrimination, and bias; reliability; and construct validity. Psychometric field study. Community. Three hundred four parents of children ages 2-7 yr (167 parents of children with autism spectrum disorder). Parent-report PSEQ-H data were factor analyzed, calibrated using Item Response Theory, and evaluated for construct validity. The final PSEQ-H is a reliable and valid 15-item parent-report measure of the sensory environment's impact on children's dressing, self-care, sleep, and social and play activities. The PSEQ-H can be used to plan and evaluate the effectiveness of interventions for reducing the impact of the sensory environment on children's participation in home-based tasks and activities. The PSEQ-H measures how young children's sensory environments influence their participation at home. The measure can be used to plan and evaluate occupational therapy interventions that aim to reduce sensory processing-related barriers to children's completion of developmentally salient activities.

Coping strategies and anxiety in association with methotrexate-induced nausea in juvenile idiopathic arthritis.

The aim of this study is to investigate whether methotrexate-induced nausea is associated with anxiety or the use of coping strategies in children with juvenile idiopathic arthritis (JIA) treated with methotrexate (MTX). This is an observational study of children diagnosed with JIA (ILAR criteria), treated with MTX and aged 9years or above. MTX-induced nausea was determined by the children's completion of a nausea diary and the parents' completion of the Methotrexate Intolerance Severity Score (MISS). Anxiety was assessed by the Beck Youth Inventories-Anxiety Inventory (BYI-A) and coping strategies were evaluated by an adapted Nausea Coping Questionnaire. Enrolled were 121 children (82 girls: 39 boys) with a median age (IQR) of 13.3 (11.3-15.1) years. The median MTX-dose (IQR) was 9.7 (9.0-10.9) mg/m2/week. The median treatment duration (IQR) was 340 (142-766) days. The MISS was completed for 120 children; 77 children completed the nausea diary for at least 7days. MTX-induced nausea was present in 61% (73/120) of the children according to the MISS and in 73% (56/77) of the children according to the nausea diary. MTX-induced nausea was associated with a more frequent use of the coping strategy internalizing/catastrophizing (MISS, p = 0.012; diary, p < 0.0001) and higher BYI-A raw scores (diary, p = 0.016). MTX-induced nausea was associated with anxiety and the use of coping strategies in children with JIA. These psychological factors may be part of the mechanism behind the inter-individual variation in the level of nausea to MTX treatment.

The quality of the relationship between typically developing children and their siblings with and without intellectual disability: Insights from children's drawings

The current study examined the relationships of typically developing (TD) children with siblings with and without intellectual disabilities (ID), as expressed in TD children's drawings and questionnaires answered by TD children and their mothers. It also examined group differences in the sibling relationships, as well as the associations between having a sibling with or without ID and sibling relationships, and TD children's social-emotional adjustment. Participants were mothers and their TD children (8–13 years). Some had ID siblings ID (N=28); others had TD siblings (N=31). Sibling relationships were examined via mothers' and target children's completion of questionnaires, and objective visual indicators (location, size, distance) and observed content-based indicators (support, investment, presence of parents) of children's drawings were assessed following the art-based phenomenological analytic approach. Mothers reported on children's social-emotional adjustment. Findings indicated differences in sibling relationships, including higher levels of positive relationships for children with ID siblings. Children's drawings also showed positive relationship aspects for these children. Sibling relationship qualities were significantly associated with children's adjustment. Children's drawings may be a useful data gathering tool to deepen our understanding of unique aspects of sibling relationships.

Using Least-to-Most Assistive Prompt Hierarchy to Increase Child Compliance with Teacher Directives in Preschool Classrooms

Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives. This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM with the additional requirement of teacher-child proximity and teacher-child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple and Bredekamp, Developmentally appropriate practice in early childhood programs (revised edition), National Association for the Education of Young Children, Washington, DC, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children's completion of teacher directives were measured during free choice center time. Results were consistent with previous research in that compliance to teacher directives increased in preschool children with the implementation of the LtM.

Parents Learning Mathematics: For Their Children, From Their Children, With Their Children

Adults find themselves needing or wanting to learn mathematics for many different purposes. Often, these adults want to learn mathematics in order to fulfill job requirements, to earn a GED or pursue higher education, or to better cope with the mathematical demands of daily life. But for some, the impetus to learn mathematics is grounded in their family lives, particularly in their desire to support their children's learning and progress in school. Many adults with weak mathematics skills fear encountering topics such as long division, fractions and percents, but they are even more profoundly challenged when their children bring home homework that does not even resemble the mathematics they remember from their own schooling. Over the last decade, many school districts in the United States have implemented mathematics curricula in kindergarten through fifth grade that were developed in response to cognitive science research on how children learn mathematics. These curricula, known as curricula, emphasize the importance of developing a conceptual understanding of mathematics, reasoning, and problem-solving, as well as developing proficient computational procedures (Senk & Thompson, 2003). Many of the learning activities and procedures used in the classroom and in the accompanying homework assignments are designed to support this particular vision of children's mathematics learning. For some parents, the primary difficulty emerging from children's homework has to do with the fact that the reform curricula often use conventions that look different from those they remember from their own schooling (Bartlo & Sitomer, 2008; Peressini, 1998; Remillard & Jackson, 2006). Some of these adults may feel confident in their own knowledge, but have to learn a new system, including new ways of doing addition, multiplication, and division. Many other adults, however, did not come away from their own schooling experience with the numeracy skills, understanding and confidence that they need to make sense of their children's work as it arrives at home in the form of homework. In seeking to understand how parent/child homework activity may provide a learning opportunity for as well as for children, we examined three bodies of literature: research on parent involvement in homework, research on parent reengagement with mathematics learning, and research on the nature of parent/ child talk during mathematics activities. Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones (2001) identified the types of activities in which engage as they work with their children on homework and Cai, Moyer, & Wang (1999) identified five roles that take on with respect to homework in particular: motivator, resource provider, monitor, content advisor and learning counselor. Additional work has examined the impact of providing with training interventions designed to help them help their children with the content or instructional approach encountered in school (Hyde, Else-Quest, Alibali, Knuth, & Romberg, 2006; Shumow, 1997). The goal in each of these studies was to help understand and use instructional strategies that were being practiced by the teachers in school. These were well educated, and little or no attention was paid to any parent learning that may have been occurring simultaneously. Parents were simply positioned to facilitate, in various ways, children's completion of and benefit from homework. The second body of research examined parents' reengagement with learning in educational settings. Parents with gaps in their mathematics education are motivated by their desire to help their children and choose to participate in math for parents classes (Civil, 2001; Jackson & Ginsburg, 2008) or in more formal education (Brew, 2001). Once there, the continue to believe they are enhancing their ability to help their children, but powerfully find that they enjoy learning the for themselves, especially as part of a learning community. …

To Break the Embarrassment

The aim of the present study was to investigate children's ability to complete idiom fragments embedded in stories. Previous studies found that children's and preadolescents' ability to comprehend a text was related to their ability to understand an idiomatic expression ( Cain, Oakhill, &amp; Lemmon, 2005 ; Levorato, Nesi, &amp; Cacciari, 2004 ; Nippold, Moran, &amp; Schwarz, 2001 ). Comprehension and production processes share a vast amount of conceptual and lexical knowledge. Hence, we hypothesized that children's text reading comprehension skills also might be related to their ability to produce nonliteral completions. Skilled and less-skilled text comprehenders (age range from 7.4 to 10.3) were presented with short stories that ended with an idiomatic fragment (e.g., “Paul broke the .. .” for the idiom “break the ice”) and were asked to complete the story. The children's completions were coded as Literal, Idiomatic, or Figurative, as in previous studies ( Levorato &amp; Cacciari, 1992 , 1995 ). The results showed that children's ability to understand a text was related to their ability to complete idiomatic fragments figuratively. Less-skilled comprehenders provided more literal completions than skilled comprehenders who, in turn, provided more idiomatic completions.

Sensitivity of children's behavior to probabilistic reward: effects of a decreasing-ratio lottery system on math performance.

Probabilistic reward has been shown to affect children's choice behavior in game-like activities. We examined the effects of a lottery system containing progressively lower exchange ratios on children's completion of math problems. Two of the 3 children completed problems above baseline levels until the chance of exchange dropped to 25%. This study describes a potentially useful method for examining reinforcement schedules in applied settings and extends previous research on probabilities of reinforcement.

Predicting Children's Domestic Violence Service Participation and Completion

This study was conducted at a large Midwestern domestic violence agency. It identified (a) the agency's potential child client population, (b) the agency's actual child client population, and (c) factors that enhance the likelihood of a child's participation in and completion of the agency's children's program. The study sample included 194 children exposed to domestic violence associated with battered women and battering men. Analysis were performed on vanables associated with children's participation in or completion of the program. Less than one third of the potential child client population used available services. A child's participation in services was closely associated with whether the child was living with his or her mother and the level of services provided to the mother. A child's completion of the program was associated with the level of services provided to that child's mother and father as well as with the child's age.

LONGITUDINAL RELATIONS BETWEEN TEMPERAMENT TRAITS AND BEHAVIORAL SYNDROMES IN MIDDLE CHILDHOOD

Objective: This study tested Graham and Stevenson's 1987 hypothesis specifying links between EAS (emotionality-activity-sociability) temperament traits and behavioral syndromes of depression, hyperactivity, and delinquency in an unselected sample of 164 children in infancy and early childhood. Method: Mothers completed the Colorado Child Temperament Inventory. Each mother also used the Child Behavior Checklist (CBCL) to report on her child's behavior problems after the child's completion of first grade. Scores on three CBCL scales, anxiety/depression and attention problems, and delinquent behavior, were examined in relation to the EAS traits. Results: For boys, high emotionality in infancy and early childhood was associated with high scores on both the anxiety/depression and attention problem scales. For girls, both high emotionality and low sociability predicted high scores on the anxiety/depression scale. There were no associations between EAS traits and attention problems for girls. There was little evidence for links between EAS traits and delinquent behavior for either boys or girls. Conclusions: The results are discussed with respect to temperamental traits as risk factors for the emergence of behavior problems in childhood.

Longitudinal Relations between Temperament Traits and Behavioral Syndromes in Middle Childhood

Objective This study tested Graham and Stevenson's 1987 hypothesis specifying links between EAS (emotionality-activity-sociability) temperament traits and behavioral syndromes of depression, hyperactivity, and delinquency in an unselected sample of 164 children in infancy and early childhood. Method Mothers completed the Colorado Child Temperament Inventory. Each mother also used the Child Behavior Checklist (CBCL) to report on her child's behavior problems after the child's completion of first grade. Scores on three CBCL scales, anxiety/depression, attention problems, and delinquent behavior, were examined in relation to the EAS traits. Results For boys, high emotionality in infancy and early childhood was associated with high scores on both the anxiety/depression and attention problem scales. For girls, both high emotionality and low sociability predicted high scores on the anxiety/depression scale. There were no associations between EAS traits and attention problems for girls. There was little evidence for links between EAS traits and delinquent behavior for either boys or girls. Conclusions The results are discussed with respect to temperamental traits as risk factors for the emergence of behavior problems in childhood.

Answer Preference and Answer Conflict in Children's Completions of Concrete Operational Stories

Abstract The procedures used in presenting many concrete operational problems have two drawbacks: children may fail through misunderstanding the questioner's intention and there is a biasing towards a unidimensional interpretational of the question. Story completion procedures were used here in an effort to circumvent these problems. In the first experiment six and seven year‐old children had to select one of four completions of a story of traditional style and content. Selection of completions that involved the coordination of perceptual dimensions was associated with separately‐assessed ability in conservation and in class inclusion. This was interpreted as showing that success and failure on these standard tasks reflects answer preferences which are not specific to the procedures used in the tasks. The second experiment attempted to equalise the biasing towards the unidimensional answer in conservation tasks. The problem was presented through a narrative in which the answers of a nonconserving and of a conserving protagonist came into symmetrical conflict. Selection of the conservation completion by the four and five year‐old subjects was far more common than in the standard situation, suggesting that when the biasing is removed a more basic form of conservation competence is revealed.