Children's Learning Patterns Research Articles

Psychological impact and development of autistic traits in children during the COVID 19 Pandemic: A study through Guardian

The COVID 19 pandemic has significantly affected people's lives worldwide. Although children may not experience severe physical symptoms of the disease, their psychological well-being can be greatly affected. The primary objective of this study was to examine the psychological impact of COVID-19 on children residing in the Kashmir valley in terms of evolution of autistic traits in them. Cross-sectional study was conducted amongst 300 family members of children aged between 4 to 16-years. Data was collected through an online questionnaire using Google Forms and purposive sampling technique was used to assess autism. The sample for the study consisted of children in the 4 year to 16-year age group. A self-designed validated questionnaire in Google Form was used to collect the information. Chidhood Autism Rating Scale-2 (CARS-2) was used in those with excessive mobile phone usage. The results of the study revealed that only 3% of the children were infected with COVID-19. 7% of the sample reported that a close family member of a child was infected. Furthermore, 76% of the sample reported that they discussed COVID-19 with their children. In terms of behavioral changes, 54% of the sample noticed a change in their child's behaviour during the COVID pandemic. Additionally, 51% reported a change in their children's learning patterns, and 48% reported that their child had become possessive about new things since the pandemic. Furthermore, 35% of the sample reported a change in their child's sleeping cycle, 22.7% reported a loss of appetite, and 56% reported that their child imagined and talked about COVID-19 with others. It was also found that 80.3% of the sample had adhered to COVID-19 precautions. Only 4.3% reported negative thoughts expressed by their children since the pandemic, while 88% reported that their children were ready to discuss in future COVID-19. In the 4 to 6 year age group, out of 12 children with excessive mobile phone use, it was found that two were having symptoms consistent with Autism Spectrum Disorder. Other common symptoms noticed in this age group were found to be clapping, single verbal sounds, inability to express needs, moderate abnormal listening response, echolalia and video dialoguing. Most families reported that their children were possessive about new things and most of them were not sitting at one place for a long time. A large percentage of families reported that they found changes in the sleep pattern and duration of sleep was more than 9 hours. It was also found that screen time during COVID-19 increased among school-going children.

PROGRAM EDU PARENTING DALAM MEWUJUDKAN KETERLIBATAN KELUARGA DALAM PENYELENGGARAAN PENDIDIKAN

This research purpose to determine the quality of parents involvement in the delivery of education. This research was carried out in Pongkowulu Village, North Buton Regency. This community service used the Community based Research method with a qualitative approach. This research activity divide 3 stages, The first stage was Focus Group Discussion, Literature Review, and socialization were carried out by involving various parties, including the community service team, family, teachers, school principals, the community and the village government. Second Stage, Activities at this stage are assistance to socialize parenting program. The Community Service Team is directly involved in school activities involving parents of children, the community and the government related to the Parenting program, Parents Visits to school, child discipline, character building, healthy and comfortable environment programs. 3. Third stage, in the third stage the Community Service Team conducts interviews and observations. The results of this service show the awareness of the community, schools and village government, through educational activities held together. Parents begin to be involved in education, namely parenting style, character education in the family environment, socializing early childhood education program, children's learning patterns at home and joint evaluation of children's development

The Edu Parenting Program in realizing Family Involvement in Implementation of Education

This service aims to determine the quality of community involvement in the delivery of education. This activity was carried out in Lawela Village, South Buton Regency. This community service used the Community based Research method with a qualitative approach. This service activity divide 3 stages, The first stage was Focus Group Discussion, Literature Review, and socialization were carried out by involving various parties, including the community service team, family, teachers, school principals, the community and the village government. Second Stage, Activities at this stage are assistance to families, schools and communities. The Community Service Team is directly involved in school activities involving parents of children, the community and the government related to the Parenting program, Parents Visits to school, child discipline, character building, healthy and comfortable environment programs. 3. Third stage, in the third stage the Community Service Team conducts interviews and observations. The results of this service show the awareness of the community, schools and village government, through educational activities held together. Families begin to be involved in education, namely discipline towards children, character education in the family environment, socializing early childhood education program, children's learning patterns at home and joint evaluation of children's development

Dampak Game Online terhadap Pola Belajar Anak: Studi di Desa Ujung Tanjung III Kabupaten Lebong

Each child has diverse learning patterns. The foregoing is definitely influenced by various factors, including their interactions with peers. This is also felt by children in Ujung Tanjung III village in Lebong Regency. Peer association changes their learning intensity into an interest in playing online games. Anchored in this issue, this study sought to find out the answers as regards the impact of online games on children's learning patterns in that village by using a qualitative approach. The data of this study were collected through observation and interviews, and it was concluded that the habits of online gaming had a negative impact on children's learning patterns at home. The related indicators extended to that the children did not have a priority scale in carrying out their daily activities including learning at home; they tended to act in dissociate ways; and they were lazy to learn.

Meningkatkan Minat Belajar Siswa Menggunakan Aplikasi Multimedia Pembelajaran Mobile

The rapid development of science and information technology, electronic technology has also developed rapidly. Indirectly, human lifestyle is influenced by the presence of a variety of sophisticated electronic equipment. With the development of technology and computer-based electronic equipment, many people already have such smartphones and tablets. These tools can help facilitate daily activities, for example student learning with an Android-based application. The problem with early childhood is a limited knowledge base, they need an understanding of letters, numbers, types of animals, and fruit names. Learning patterns of children who like to play greatly affect the concentration of children in learning. They are easily bored with theoretical material that is delivered verbally by the teacher and parents, children understand the material in the form of images faster. Therefore, this research discusses the application of multimedia learning to increase student interest in learning that can help in their learning process. the results of this study are the presence of multimedia learning applications, students can more easily understand and can increase interest in learning, feel interested and challenged with the exercise features in the form of multimedia.

Upaya Orang Tua dalam Memotivasi Kesungguhan Belajar Anak di Desa Bulusari Tarokan Kabupaten Kediri

This research is in the background by the importance of parents' role as the first and foremost educator for the child to motivate their children in order to increase the seriousness of learning. When children learn should always get attention and guidance from parents. Parents must meet the children's learning needs and always give motivation, otherwise it will be difficult to familiarize the child to learn this research using a qualitative approach that has the characteristics of: natural background And researchers as a key source, and research is descriptive. The results of the study after the analysis, namely: (1) Children's study pattern at home in Bulusari village, Tarokan District of Kediri regency of each child varies, some who like learning in a quiet or silent condition, some are happy to learn While watching TV or listening to the song. Children's learning patterns in this village use two approaches that are self-learning (individual) and with teachers looking for tutoring and learning guidance. (2) The motivational forms of the family so that the children learn vigorous is to give examples to the child, because the child has the data to emulate the good. (3) Forms of motivation given by parents to foster children's learning spirit is to provide complete learning facilities, giving gifts or rewards, creating conducive atmosphere and learning conditions so that children can learn and punishment for a child who does not want to learn and lazy to learn and the child who dropped his learning achievement.

A multi-dimensional functional principal components analysis of EEG data.

The electroencephalography (EEG) data created in event-related potential (ERP) experiments have a complex high-dimensional structure. Each stimulus presentation, or trial, generates an ERP waveform which is an instance of functional data. The experiments are made up of sequences of multiple trials, resulting in longitudinal functional data and moreover, responses are recorded at multiple electrodes on the scalp, adding an electrode dimension. Traditional EEG analyses involve multiple simplifications of this structure to increase the signal-to-noise ratio, effectively collapsing the functional and longitudinal components by identifying key features of the ERPs and averaging them across trials. Motivated by an implicit learning paradigm used in autism research in which the functional, longitudinal, and electrode components all have critical interpretations, we propose a multidimensional functional principal components analysis (MD-FPCA) technique which does not collapse any of the dimensions of the ERP data. The proposed decomposition is based on separation of the total variation into subject and subunit level variation which are further decomposed in a two-stage functional principal components analysis. The proposed methodology is shown to be useful for modeling longitudinal trends in the ERP functions, leading to novel insights into the learning patterns of children with Autism Spectrum Disorder (ASD) and their typically developing peers as well as comparisons between the two groups. Finite sample properties of MD-FPCA are further studied via extensive simulations.

DEVELOPMENTAL AND CULTURAL ASPECTS OF FIELD-DEPENDENCE IN 11 AND 12 YEARS OLD ESTONIAN AND FINNISH STUDENTS

1. Introduction The field dependence-independence (FDI) model of information acquisition, processing, and recollection represents one of the most widely researched cognitive styles in relation to human personality and learning (Guisande et al. 2007). According to Keefe (1979:9), FDI measures the degree to which an individual uses an analytical as opposed to a global way of experiencing the environment. The construct of field-dependence (FD) and field-independence (FI) has been shown to manifest across a broad spectrum of cognitive processing behaviors (e.g. Angeli and Valanides 2004, Guisande et al. 2012) and acknowledged as having important educational implications (Dewey 2004) that may influence the way teachers teach (Evans 2004) and the structuring of interactions between teachers and students (Saracho 2000). It is valuable, therefore, to foster a clearer understanding of the manner in which children process information, so as to facilitate improvements in teaching and learning strategies that could benefit the educational outcomes of students in school settings. In considering how FDI may affect the learning of children, the work of Jonassen and Grabowski (1993) serves as an appropriate descriptive platform. Specifically, when interacting with stimuli, children who are FD may find it difficult to locate the information they are seeking because it can become masked by other information within the stimulus field. Contrastingly, FI typically find it easier to recognize and select the critical information from the surrounding field. Furthermore, when information is ambiguous and unstructured in its presentation, FI children will impose their own structure on the information. Children who are FD, however will attempt to understand and learn that information directly as it is presented and without restructure. An additional classification of the FDI construct is the intermediate or mobile style and represents a preference between FI and FD (Graff 2000, Witkin and Goodenough 1981). Graff (2000) suggested that this style may highlight versatility in wholistic and analytic preference, whereas, Witkin and Goodenough (1981) proposed that mobility of FDI may represent diversity in adaptation of preference. Finally, individuals that can adopt a style different from their dominant style demonstrate a capacity for interchangeability to suit their immediate evaluation of the information field (Saracho 2000). Overall, classification of FDI appears to be more commonly directed towards a two dimensional framework, however, recent research has incorporated the intermediate category (e.g. Guisande et al. 2012). Continuing access to specific data regarding individual differences in cognitive style preference is important in framing pedagogical practice. Interestingly, in discussing children's learning patterns associated with cognitive style, Kleinfeld (1994) was firm in her acknowledgement that while it is necessary to be aware of different styles of learning, it is equally essential that teachers avoid narrowly matching their preferred teaching styles to the patterns of abilities shown by specific cultures at particular ages. Instead, teachers need to be conscious of both the influence of biological developmental and a unique societal effect that guide the approaches children utilize to learn inside and outside of their school settings. Cassidy (2004:421) highlighted that cognitive style in the learning domain may be considered as both a state and a trait, whereby an individual's style is responsive to experiences and the demands of the situation (process) to allow change and enable adaptive behaviour. Furthermore, Cassidy's overview of the FDI cognitive style leads to the proposition that specific learning preference characteristics of FI (i.e. learning in isolation) and FD (i.e. integrated learning) individuals have implications for both learning situation and outcome. Children of different ages and cultural backgrounds typically demonstrate variation in their preferred style pattern when engaging in the cognitive processes associated with learning. …

A Good Start in School-A Child's Right

educators will talk freely about the many thirdand fourth-graders who are failing reading, but they close off completely when you suggest that they try to prevent learning casualties by taking action at the preschool level. These schoolmen shut out the hard truth that if some children are to do well in school, action must be taken before they enter kindergarten. For these boys and girls, kindergarten is too late. If they start school before they are ready-and all too many of them do-they are thrown into the routine of automatic promotion and consistent feelings of success become impossible. About eight out of ten school problems appear to be rooted in inadequate nstructional planning and archaic grouping arrangements. The bulk of these problems could be designed out if there were more willingness to face up to two facts: there are vast individual differences in young children's learning patterns; it is the responsibility of the school to design instructional programs consistent with these learning patterns. We are a wealthy nation. We can afford this kind of