Education Of Children Research Articles

Awareness Ayah atas Perkembangan Agama Anak 5-6 Tahun di Kalangan Nelayan Pulau Jinato Selayar

This study aims to understand the form of father's attention, inhibiting and supporting factors, and the impact of father's awareness on children's religious development. The research method used is qualitative descriptive. Primary data was obtained from interviews with fishermen's fathers, while secondary data came from village profiles, journals, and related documents. Data analysis is carried out through data reduction, coding, presentation, and drawing conclusions. The results showed variations in the form of fatherly attention. There are fathers who pay great attention to the development of children's religion, but there are also those who leave it completely to the mother or teacher. Factors that inhibit father's consciousness include a lack of time and religious knowledge, while the supporting factors are the role of teachers and the existence of Islamic boarding schools. The impact of the father's lack of awareness is the lack of religious stimulation in the child. This study concludes the importance of education for fisherman fathers about the importance of providing religious education to early childhood. The implication of this research is the need for educational programs for educators and further research on the introduction of monotheism in early childhood. This research also provides a comprehensive overview of the situation on the ground and provides recommendations to improve the quality of religious education for children on Jinato Island

Influence of Sultan Abdurrahman School of Health Technology Gwadabawa (SASHTG) on Girl–Child Education and Women Empowerment (Employment) in Gwadabawa, Sokoto State, Nigeria

This study is to determine the positive influence of Sultan School of Health technology Gwadabawa, Sokoto, Nigeria on girl-child education and empowerment using a survey of 300 questionnaires drawn. The major The positive influence of SASHT on girl-child education as submitted by the respondents in order of frequency are: Giving opportunity to the girls/ women to obtain higher education (20.0%), Improvement in mother and child health, reduction in mortalities; by producing female health workers almost in every area or home in Gwadabawa (13.3%), Helps in providing employment to girls/ women (12.7%),Empowering girls/women when they are educated/ employed (10.0%), Better practice of personal/ environmental hygiene (10.0%),Influence girls/ women to be civilized (10.0%),Private practice (10.0%), and the least was Reduction of women scarcity at places of work (5.0%). The table 3 shows the challenges faced by girls/ women when studying at SASHT Gwadabawa in the order of descending score/percentage: Financial burden (50.0%), Requires high IQ (16.7%), Early marriage (16.7%), and Poor lower education (16.7%). The possible solutions to the challenges faced by girls/ women in studying health courses at SASHT were listed. The highest submitted option was giving scholarship to the girls/women (50.0%), creating awareness on the benefits of higher education (33.3%), and reduction of early marriage (16.7%). Indeed, the school is positively impacting on the girl-child education of Gwadabawa and the region (results of x2 show that there is significant difference at p<.05. Improvement in mother and child health, women empowerment, and opportunities for women/ girls to get employment are needed.

Health related quality of life and associated factors among children living in previous leprosarium and nonleprosarium areas of Eastern Ethiopia

Children and their families living in leprosarium areas may have a lower quality of life than the general population. However, there is limited evidence on health-related quality of life and its associated factors among children living in previous leprosarium settlement areas. Hence, this study aimed to compare the health-related quality of life among children living in previous leprosarium and non-leprosarium settlement areas in eastern Ethiopia. A community-based comparative cross-sectional study was conducted among 515 randomly selected children aged 8 to 18 years living in the Amir Nur and Babile districts from January to February 30, 2024. Data were collected through interviews with children and parents using the Pediatric Quality of Life Inventory Version 4. The data were analyzed using STATA version 14. Simple and multiple linear regression was employed to identify associations between independent and outcome variables. The overall mean health-related quality of life scores were 73.98 ± 18.47 and 77.67 ± 14.72 in the child self-reports (P = 0.01) and 55.78 ± 12.03 and 55.61 ± 8.50 (P = 0.85) in the parent proxy reports in the previous leprosarium and nonleprosarium settlement areas, respectively. In multiple linear regression, child education (β = 14.69; 95% CI: 8.69, 20.69), the absence of neglected and tropical diseases (β = 4.02; 95% CI: 0.66, 7.37), and child face washing habits (β = 5.54, 95% CI: 2.14, 8.95) increase health-related quality of life. However, a previous history of neglected and tropical diseases (β = -8.54; 95% CI: -12.93, -4.15) and the absence of hand washing facilities (β = -8.57; 95% CI, -15.22, -1.92) decrease the mean health-related quality of life. Based on child self-reports, one in four children from previous leprosarium areas had poor health-related quality of life compared to children living in none leprosarium areas. Children’s educational status, their daily habits of washing their face, not having neglected, and tropical diseases had improved health-related quality of life. To improve health-related quality of life, stakeholders should pay attention to and work on the early detection and treatment of neglected and tropical diseases, child education, and proper sanitation practices in the leprosarium community.

HEARING THE VOICE OF WOMEN WORKING IN EARLY CHILDHOOD DEVELOPMENT LEARNING ENVIRONMENTS IN SOUTH AFRICA

Early childhood development (ECD) has the potential to change society. Researchers globally recognise the importance of early intervention on children’s overall well-being and development, impacting their personality and social behaviour. When developing policies to support early childhood development, some questions arise regarding the implementation’s practicality. The National Integrated Development Plan for Early Childhood Development in South Africa aims to transform ECD service delivery in South Africa to address critical gaps and ensure comprehensive, universally available, and equitable early childhood development services. Providing quality places for care and education for children between the ages of 0-7 years is emphasised as a critical component of the overall plan toward eradicating poverty. Research indicates that the lack of quality ECD learning environments is one of the critical challenges impacting negatively on achieving the intended transformation. This research paper explores the experiences of the principals and teachers of a selection of 8 ECD centres situated in Outerwest eThekwini. The research is conducted through a theoretical lens of spatial justice for ECD children and their teachers/carers in South Africa. The study is framed within the ecological systems theory developed by Bronfenbrenner, providing an understanding of the complexity of their context. The research design follows a constructivist approach of interviews and participation, enabling voice to a marginalised group within an interpretive/ transformative paradigm. The research findings expose the multiple levels of inequality and the resilience of the women who serve the ECD sector in South Africa.

Shifting Domestic Roles In The Household And Their Influence On Children's Education In Matang Sagoe Village Peusangan Sub-District Bireuen District

The shift in domestic roles in Matang Sagoe indicates a shift towards a more equal division of responsibilities between husband and wife. This has various impacts on children's education . Some Matang Sagoe people still hold fast to traditional values, where mothers are expected to remain the main caregivers and managers of the household, while fathers are the main breadwinners. This study uses a qualitative method with a field research approach. Data collection techniques consist of in-depth interviews, participatory observation and documentation. The results of the study show that 1). The form of shifting domestic roles in households on children's education in Matang Sagoe Village Peusangan Sub-District Bireuen District is from traditional roles to more flexible roles, working mothers and a more equal division of tasks. 2). The influence of shifting domestic roles in households on children's education in Matang Sagoe Village Peusangan Sub-District Bireuen District is on increasing father involvement in children's education, the role of working mothers and their influence, higher child independence and the negative influence of limited time. 3). Factors of shifting domestic roles in households on children's education in Matang Sagoe Village Peusangan Sub-District Bireuen District are economic changes, education levels and cultural and social influences

Gambaran Pengasuhan Orang Tua di Suku Nias

Parents are the primary and first educators of children within a family. In the process of emotional adjustment for children, this cannot be separated from family support. Communication is the key to relationships within a family. The parenting style of the Nias ethnic group has its own uniqueness influenced by local culture and values. According to Vinden (2001), there are two parenting styles: authoritarian and authoritative. This study aims to describe the parenting practices of the Nias ethnic group. The research employs a quantitative method using descriptive statistical analysis. The population for this study consists of parents in the Nias ethnic group, with a total of 60 subjects. The sampling technique used is purposive sampling. This study utilizes the parenting style scale developed by Vinden, which has been modified by O'Reily and Peterson (2014) and adapted into Indonesian by Hasanah and Rusli (2020). Based on the research results, the mean for authoritarian parenting style is 18.9 with a standard deviation of 1.50, while the mean for authoritative parenting style is 10.3 with a standard deviation of 1.84. This indicates that the authoritarian parenting style among parents in the Nias ethnic group is higher.

Love and Assault: Parents’ Views on Corporal Punishment in School

AbstractCorporal punishment remains prevalent in schools globally, and even after its prohibition in South Africa, the focus of this study, it continues. In some historically disadvantaged school environments, it persists with the approval of parents. Mothers and grandmothers, who are pivotal in supporting children's education and well‐being, are central to this dynamic as parents. However, in impoverished rural settings, parents are often unfairly blamed for endorsing corporal punishment without considering the sociocultural context they inhabit. Drawing from a qualitative study conducted in an impoverished rural community where women bear the burden of caring for children, this paper challenges the prevailing one‐sided narrative of parental support for corporal punishment. Instead, it argues for a nuanced understanding of corporal punishment that is contextual. Parents' endorsement of corporal punishment is contingent; it is accepted when framed as ‘disciplinary action infused with love’ but rejected when labelled as ‘assault’. An understanding of corporal punishment as an assemblage is critical if accounts of disciplinary practices within local school settings are to move beyond simplified accounts of parents' universal support for corporal punishment.

Analisis Kompetensi Pedagogik Guru di SDN 37 Pekanbaru: Dengan Fokus Pada Tantangan Yang Dihadapi dan Solusi

This study aims to analyze the pedagogical competence of teachers at SDN 37 Pekanbaru, focusing On the challenges faced and solutions that can be applied. The methods used 1n this study were field observation and in-depth interviews with teachers and principals. The results of the analysis indicate that the pedagogical competence of teachers still faces various challenges, including a lack of understanding of innovative learning methods, limitations in the use of educational technology, and low student learning motivation. In addition, environmental factors and parental support also play an important role in the learning process. To overcome these challenges, this study recommends several solutions, such as ongoing training for teachers on creative teaching methods, improving technology facilities in schools. and parental involvement programs in children's education. With the implementation of these solutions, it is hoped that the pedagogical competence of teachers can increase, thus having a positive impact on the quality of learning at SDN 37 Pekanbaru.

Children's Education in the Metaverse Era: Between the Rapid Growth of Information Technology and Self-learning of Generation Z

Children's Education in the Metaverse Era: Between the Rapid Growth of Information Technology and Self-learning of Generation Z

Activating the resources of families raising children with autism spectrum disorders

Introduction. Modern family resources in terms of supporting children with autism spectrum disorders are increasingly becoming a subject of discourse at the level of interdepartmental and intersectoral cooperation. At the same time, a large-scale investigation of parental expertise and inclusiveness as basic family resources is required. Metaprofessional qualities of parents’ personality, being a backbone characteristic, are considered as a component of their expertise and inclusiveness. The aim of the article is the analysis of deficiencies and potentialities of families raising children with autism spectrum disorders in terms of personal metaprofessional competence. Materials and methods. The study covered 160 families raising children with autism spectrum disorders and 164 assisting experts. The diagnostic material was grounded on the basic data obtained through the results of parents’ completion of a special document “Personal Card” and following the survey of families and specialists entrusted with upbringing, education, psychological and pedagogical support of children with autism spectrum disorders (the section for assessing the educative competencies group in the structure of the author’s questionnaires: “Self-assessment of parental inclusiveness” and “Expert assessment of inclusive potential”). The significance of the obtained results was evaluated through the analysis of contingency tables based on Pearson’s chi-squared test. Results. The quantitative/qualitative characterisation of resources of families raising children with autism spectrum disorders was derived, demonstrating parental expertise and inclusiveness. The relationship between the category of children and the level of education was established, which level is higher in parents bringing up children with autism spectrum disorders (χ2 = 14.655; p=0.006); in addition, significant differences in professional employment of parents bringing up children with autism spectrum disorders, mental retardation and visual impairment were established. Some differences in the extent of satisfaction with the quality and nature of assistance received by the parents were identified (χ2 = 8.433; p<0.05). The parents of children with autism spectrum disorders, unlike control groups, preferred private educational centres as the main sources of help, support and assistance. The survey established a pronounced deficit of active and effective participation of the second parent, grandparents and people from the immediate environment in the upbringing of a child (more than 26% of the respondents). The shortcomings in the mastery of special methods and techniques of interaction with a child with autism spectrum disorders were highlighted, as well as the lack of a unified, effective and sustainable system of stimulating and encouraging a child within the family. Conclusion. The obtained results are significant for further comprehensive elaboration and comprehension of the inclusive potential of families raising children with autism spectrum disorders. The most important guideline is the adoption of metaprofessional solutions designed to significantly complement the existing applied methods within the framework of realising the strategy for comprehensive support of persons with autism spectrum disorders, their parents and the immediate environment.

Can parental financial literacy enhance children's higher education opportunities?

Can parental financial literacy enhance children's higher education opportunities?

Peran Perguruan Pencak Silat MS Jalan Enam Pengasinan dalam Pembentukan Karakter

This research discusses the role of Pencak Silat MS Jalan Enam Pengasinan in the formation of children's character education through the application of values such as discipline, responsibility and courage. The school, founded by H. Mai'in Bin H.Ki`in, uses specific traditions and rituals as part of its members' education process. A qualitative approach was applied in this study, with data collection through in-depth interviews and observations of trainers and members. The results show that Pencak Silat MS Jalan Enam Pengasinan functions not only as a martial art, but also as an effective tool in shaping positive character, especially in social and cultural aspects. Thus, pencak silat makes a significant contribution in educating young people who have a strong personality and are able to play a constructive role in their social environment.

Animal mediation support in disruptive disorder with emotional dysregulation (TDDE)

Treating disruptive disorder with emotional dysregulation (DDED) is a challenge in terms of difficulties, objectives and results. In addition to a multi-disciplinary approach involving child psychiatrists, nurses, psychomotricists and educators, the use of animal mediation (dogs) appears relevant. Eight standardized group sessions with eight children aged 6 to 10, assessed by means of a semi-directive interview and several psychometric tools (MDI-C, Kidscreen, parent attachment inventory, child/family star, family/child star, alexithymia questionnaire) revealed improvements in listening skills, empathy, adaptability, socialization, anger and depression management, temper tantrum frequency, school complaints and depressive symptoms.

The long-term effects of cash transfer programmes on young adults' mental health: A quasi-experimental study of Colombia, Mexico and South Africa.

Poverty is associated with poorer mental health in early adulthood. Cash transfers (CTs) have been shown to improve child health and education outcomes, but it is unclear whether these effects may translate into better mental health outcomes as children reach young adulthood. Using a quasi-experimental approach that exploits variation across countries in the timing of national CT programme introduction, we examine whether longer exposure to CTs during childhood (0-17 years) reduces depressive symptoms in early adulthood (18-30 years). Based on harmonized data from Colombia, Mexico and South Africa (N= 14 431) we applied logistic regression models with country- and birth-cohort fixed effects to estimate the impact of cumulative years of CT exposure on mental health, educational attainment and employment outcomes. Our findings indicate that each additional year of CT exposure during childhood is associated with a 4% reduction in the odds of serious depressive symptoms in early adulthood (OR = 0.96, 95% CIs: 0.93 to 0.98). We find no consistent effect of years of exposure on completion of secondary school (OR = 1.01, 95% CIs: 0.99, 1.03), and a negative effect on the probability of employment in early adulthood (OR = 0.90, 95% CIs: 0.88, 0.91). These results suggest that longer exposure to CTs may contribute to modest but meaningful reductions in population level depressive symptoms during early adulthood.

Spiritual and moral education as the cornerstone of human personality formation

Introduction. Building an open cultural and civilisational space in our country requires the development of new directions and content of spiritual and moral education. It is important to consider the fact that spiritual and moral education is integrative by nature. It is directly related to all the key aspects of teaching and upbringing and the surrounding world as a whole, fulfilling a system-forming function in the process of comprehensive development of homo sapiens. Objective: to identify and characterize the directions of spiritual and moral education, present a working model for the formation of spiritualised morality fundamentals in children and young people. Materials and methods. The basis of the study were the provisions and conclusions of classical teachers K. D. Ushinsky, V. P. Vakhterov, P. F. Kapterev, V. Y. Stoyunin and others who took the first steps to comprehend the process of spiritual and moral education. Modern authors who study the problems of spirituality and morality made a significant contribution to the study through their numerous publications. The methodology was based on the principles of subjectivity, openness and nature-appropriateness, integrity and systematicity, continuity, differentiation and individualisation. The general scientific methods involved conversations, exercises, debates, the method of example and the organisation of activities. Results. The study expands and concretizes the existing knowledge about spiritual and moral education. It substantiates the conclusion that spiritual and moral education of the younger generation is not a narrow psychological and pedagogical problem, but a social problem, the problem of the future of Russia. The proposed working model is an important step in building a renewed system of spiritual and moral education of children and youth. Discussion. Many scientists studying the problem of the Human’s world focus their attention only on his/her moral side, believing that morality encompasses his/her spiritual core. Meanwhile, more and more contemporary researchers believe that spirituality is a broader concept and is determinant in the connection ‘spirituality – morality’. Spirituality is the highest substructure of human personality, while morality reflects only the norms of society and characterizes the deeds, actions and behaviour of a person. Conclusion. Spiritualised morality is the pivot that each individual needs to form in order to be able to arrange his/her life activity in a regular way, to constantly improve himself or herself, along with building a harmoniously developed society.

Strategi Implementasi Kurikulum Merdeka Untuk Anak Berkebutuhan Khusus Di Sekolah Inklusi School Of Universe

This study focuses on the implementation of the Kurikulum Merdeka in inclusive education for children with special needs at the School of Universe, a school that adopts an inclusive education system. The identified problem is how the curriculum can be adapted to support the diverse learning abilities of students, particularly those with special needs. The aim of this study is to analyze the strategies and approaches used in teaching, as well as the role of teachers in supporting the learning process of students with special needs. The research method employed is qualitative with a case study approach, where data were collected through in-depth interviews, observations, and analysis of relevant documents. The results show that curriculum adjustments, such as the use of flexible teaching methods and the integration of technology, can improve motivation, engagement, and learning outcomes for students with special needs. Furthermore, the support provided by teachers through individualized teaching approaches plays a significant role in creating an inclusive learning environment. The conclusion of this study highlights the importance of flexibility in curriculum implementation and the need for teacher training focused on developing skills to manage diverse student abilities in inclusive schools. This research makes an important contribution to the development of inclusive education in Indonesia.

Tapping into family power: Enhancing English learning for Chinese children in Banda Aceh through parental involvement

Learning English at an early age is believed to lead to a significant improvement in children's language skills. Parental involvement is thought to have a positive influence on children's development in learning English as a second/foreign language. A preliminary study found that Chinese parents are actively involved in helping their children learn English. Therefore, this study aims to investigate the types of parental involvement of Chinese parents and their roles in helping their children learn English in Banda Aceh, Indonesia. The focus of this study is on six types of parental involvement (parenting, communicating, volunteering, supervising children's learning at home, decision making, and collaborating with the community) and five roles of parents (motivators, models, facilitators, sources of knowledge, and coordinators) in children's education as proposed by Epstein (2011). The participants of this study are ten Chinese parents, seven mothers and three fathers, who have enrolled their children for early English language learning in one of the private courses in Banda Aceh, Indonesia. This study used a qualitative approach and was conducted through interviews. The findings show that Chinese parents engage in four types of parental involvement: parenting, communication, monitoring children's learning at home, and decision making. They also fulfil five parental roles in their children's language learning: motivators, models, facilitators, knowledge sources and coordinators. As this study focuses on parental involvement in children's English learning at primary school level, it is suggested that further research should aim to examine parental involvement in children's English learning at different levels of education, such as middle school or senior high school.

Associations between family factors and physical activity clustering in preschool children: a cross-sectional study.

This study aimed to examine the association between family factors and physical activity (PA) clustering in preschool children. Preschoolers' PA and sedentary behavior (SB) were assessed consecutively for 7 days using ActiGraph accelerometers based on the cutoff counts developed by Pate et al. Information about children, their parents, and their families was collected using questionnaires. We developed a two-step approach to clustering PA both inside and outside of kindergarten. The Euclidean distance metric was utilized to distinguish between groups, while the Schwarz-Bayesian criterion was applied to identify the most optimal sub-group model. A one-way ANOVA was used to assess the clustering effect, and logistic regression was used to analyze the influencing factors of different clustering. We collected data from 291 preschool children aged 3 to 6 years and divided them into three clusters-Inactive (50.2%), Active in kindergarten (26.8%), and Active outside kindergarten (23.0%)-with significant differences in PA and SB, revealing distinct temporal and spatial clustering patterns (silhouette coefficient = 0.3, p < 0.05). Furthermore, preschooler activity levels correlated significantly with factors including gender (OR = 0.35, 95% CI: 0.19-0.66), age (OR = 1.05, 95% CI: 1.00-1.10), birth weight (OR = 1.79, 95% CI: 1.16-2.76), paternal age (OR = 1.01, 95% CI: 1.00-1.02), and maternal income (OR = 0.68, 95% CI: 0.48-0.96). This study shows that the family environment or parents significantly influence the PA of preschool children. Older fathers may promote preschool children's PA through greater educational focus and financial stability, while higher maternal income can provide more opportunities and resources for preschool children to engage in active lifestyles. Thus, it is suggested that families providing more attention and exercise opportunities for preschool children's education can help improve their PA levels in the future.

The Impact of Innovative Technological Practices for Gifted Children's Education on Support Classroom Teachers' Attitudes and Opinions towards Technology Use

The aim of this study is to determine how innovative practices aimed at meeting the educational needs of gifted children, taught during activities, influence the attitudes and opinions of resource room teachers towards the use of technology in education. This study, conducted with 30 teachers working in the Southeastern and Eastern Anatolia Regions, employed a mixed-methods approach and included various activities such as animations, augmented reality, educational games, and STEAM. Data were collected through the attitude scale and diaries towards the use of technology in education. The results indicate that teachers' attitudes towards technology use did not differ by gender and that innovative applications were beneficial for all teachers. However, deficiencies were observed in teachers' ability to adapt to technologies related to coding, engineering, and STEAM. To address these deficiencies and keep technological knowledge and skills up to date, it is recommended to organize regular professional development programs and seminars.

Selection of a classroom observation tool for disability inclusion in Uganda.

Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers. To effectively measure the intervention's impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context. Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings. Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach's alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES. The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools. The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.