Model For Children Research Articles

Привязанность как необходимость в защите и безопасности

<p>The work aims to clarify the concept of “attachment”. The article, based on materials from foreign sources, examines the development of the main provisions of attachment theory. Attachment is based on an evolutionary need for survival. Depending on the connection with security, the following types of attachment are distinguished: secure attachment, avoidant attachment, ambivalent attachment, and disorganized attachment. For a child, attachment is important for safety and survival. However, attachment style can undergo changes and adaptation to varying degrees in light of different life experiences. Attachment theory suggests that the way the bond develops between a child and their mother early in life will influence their sense of security and social, emotional, and mental development later in life. Research on this topic shows that the initial relationships formed at the very beginning of life give rise to the attachment style characteristic of a person in adulthood, which, as a rule, underlies the degree to which a person feels safe and emotionally secure in different relationships throughout their life. The quality of attachment helps shape a child's internal model of behavior regarding the social world, predicting how well children function in their relationships with teachers and friends, as well as their curiosity and motivation to solve problems. Conclusion: For humans, attachment is important for security and survival. At the same time, attachment style may undergo changes and adaptation to varying degrees in light of different life experiences.</p>

Consolation Effect of Medical Clown Care Model in Children with Inguinal Hernia During Perioperative Period: A Single-Center Study in China

Background: Due to differences in medical backgrounds, there have been few studies on medical clown care in Chinese hospitals. Objectives: This study aimed to explore the consolatory effect of the medical clown care model on children in a Chinese hospital. Methods: This study included 236 children aged 4 - 6 years and divided them into an intervention group (n = 116) and a control group (n = 120). The control group received routine nursing measures, while the intervention group experienced the medical clown care model. To assess the children’s pain levels and the anxiety levels of their parents, the Face Legs Activity Cry and Consolability (FLACC) Scale, Wong-Baker FACES Pain Rating Scale (W-B FPS-R), and Self-Rating Anxiety Scale (SAS) were used. Results: The baseline data for both groups were comparable at admission (P > 0.05). The FLACC score, W-B FPS-R score, and crying rate in the intervention group were significantly lower than those in the control group (4.81 vs 6.71, 4.69 vs 7.02, 44.83 % vs 79.16 %, P < 0.05). Parents in the intervention group also had lower preoperative anxiety scores compared to those in the control group (42.85 vs 52.69, P < 0.05). Furthermore, the postoperative pain incidence and drug use rates were significantly lower in the intervention group (18.97 % vs 30.83 %, 27.27 % vs 56.76 %, P < 0.05). Compliance and satisfaction were significantly higher in the intervention group than in the control group (P < 0.05). Conclusions: The application of the clown care model can effectively reduce children's pain, provide consolation, and relieve parental anxiety.

Mister Rogers (1928-2003) Through the Holistic "Health & Wellness" Lens : Current and Historiographic Lessons.

In the 1960s, Fred Rogers created Mr. Rogers' Neighborhood ( MRN ), a television shows for children. Although Rogers may not have been aware that his series carried the potential for a public health model, such an observation becomes apparent in contemporary terms. This transdisciplinary narrative explores MRN through the lens of holistic "health & wellness." Several themes come in perspective as they relate to health as defined by the World Health Organization for present and future communities. Targeting a young population, Rogers focuses on emotional nurturing and health with safety for all and within a happy and healthy community-themes that are the core of public health. Through the "health & wellness" lens, the footprints for a child's behavioral and social model are evident; a model particularly relevant to present and future generations with emotional growth, health, and community spirit as essential. In MRN , children are learning through the visual and audio arts, self-esteem, caring, and positive behaviors for personal and social health. Through this lens, besides the footprints to an educational model, another evidence manifests itself, which is the timeless impact of the content of Rogers' life lessons that are constantly adjusting to the next audience of this age group by updating its format in parallel with an advancing technology, which supports the validity of MRN ' potential for a holistic public health model toward complete physical, mental, spiritual, and social well-being, and as previously proposed by the World Health Organization.

Implementing Safewards on Children and Young People’s Wards: A Process and Outcomes Evaluation

Safewards reduces conflict and containment on adult inpatient wards but there is limited research exploring the model in Children and Young People (CYP) mental health services. We investigated whether Safewards can be successfully implemented on twenty CYP wards across England. A process and outcomes evaluation was employed, utilizing the Integrated Promoting Action on Research Implementation in Health Sciences (i-PARiHS) framework. Existing knowledge and use of Safewards was recorded via a self-report benchmarking exercise, verified during visits. Implementation of the 10 Safewards components on each ward was recorded using the Safewards Organizational Fidelity measure. Data from 11 surveys and 17 interviews with ward staff and four interviews with project workers were subject to thematic analysis and mapped against the four i-PARiHS constructs. Twelve of the 20 wards implemented at least half of the Safewards interventions in 12 months, with two wards delivering all 10 interventions. Facilitators and barriers are described. Results demonstrated Safewards is acceptable to a range of CYP services. Whilst implementation was hindered by difficulties outlined, wards with capacity were able and willing to implement the interventions. Results support the commissioning of a study to evaluate the implementation and outcomes of Safewards in CYP units.

Shanghai Tou-se-we Orphanage and the Transformation of Children's Relief in Modern China

In order to explore the development and transformation of the orphan relief cause in modern China, this paper takes Tou-se-we Orphanage as the research object, and uses the methods of literature research and historical comparison to cross-disciplinary analysis of the children's cause model of Tou-se-we Orphanage and its impact on the transformation of the children's relief cause in modern China. First, the founding and development of Tou-se-we Orphanage was closely related to the background of modern China and the social characteristics of Shanghai. Second, Tou-se-we Orphanage created a relief model that attached equal importance to upbringing and education, which not only saved the orphans' lives, but also provided them with a skill to survive. Third, Tou-se-we Orphanage opened up a relief road different from the ancient Chinese orphanages. Under its influence, China's orphan relief had also begun to place equal emphasis on nurturing and nurturing orphans to be able to support themselves when they grow up. Therefore, Tou-se-we Orphanage became a typical representative of the orphan relief cause in modern Shanghai, which influenced the transformation and development of the orphan relief cause in China, and also provided a positive reference for today's children's relief cause.

The Development of an Instructional Model Based on Experiential Learning Theory and Six Thinking Hats to Improve the Critical Thinking Ability of Undergraduate Students

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

Improving End-to-End Models for Children’s Speech Recognition

Children’s Speech Recognition (CSR) is a challenging task due to the high variability in children’s speech patterns and limited amount of available annotated children’s speech data. We aim to improve CSR in the often-occurring scenario that no children’s speech data is available for training the Automatic Speech Recognition (ASR) systems. Traditionally, Vocal Tract Length Normalization (VTLN) has been widely used in hybrid ASR systems to address acoustic mismatch and variability in children’s speech when training models on adults’ speech. Meanwhile, End-to-End (E2E) systems often use data augmentation methods to create child-like speech from adults’ speech. For adult speech-trained ASRs, we investigate the effectiveness of augmentation methods; speed perturbations and spectral augmentation, along with VTLN, in an E2E framework for the CSR task, comparing these across Dutch, German, and Mandarin. We applied VTLN at different stages (training/test) of the ASR and conducted age and gender analyses. Our experiments showed highly similar patterns across the languages: Speed Perturbations and Spectral Augmentation yield significant performance improvements, while VTLN provided further improvements while maintaining recognition performance on adults’ speech (depending on when it is applied). Additionally, VTLN showed performance improvement for both male and female speakers and was particularly effective for younger children.

Engaging with neuroanatomy through creative projects

ABSTRACT Students often struggle to learn material that requires extensive memorization (e.g., neuroanatomy) in courses like Sensation & Perception and Cognitive Neuroscience, though such foundational material is integral to understanding more complex concepts in the course. The “Creative Project” (CP) assignment is designed to engage students in learning this material. Alone or in small teams, students generate creative work on neuroanatomy content. Capitalizing on principles learning theories as well as universal design and inclusive pedagogy, the CP addresses the primary barriers to learning this content. Across two semesters, 70 students submitted a variety of projects: animations, songs, videos, children's books, activity books (e.g., crossword, word search & mazes), 3D models, poems, board games, online games, poetry, and visual artwork. Alumni/ae co-authors of this manuscript provide our feedback and reflection on this assignment from when we completed it. We found the project fun and engaging. We enjoyed the freedom and control, though some of us also found the open-endedness of the assignment to be daunting. We all recommended it be assigned in more courses, even outside of Neuroscience. Here, we describe how the CP can be used in a variety of courses, and what issues to consider when assigning it.

The Child and the Imagination: Understanding and Responding to the World

This article discusses the use of the imagination in contemporary children's ministry models, drawing out conflicting approaches. Theological explanations of the imagination are then considered before proposing that the imagination has an input–output function. The input of the imagination works as a form of worldview glue giving it an eschatological, epistemological, and teleological function. The output of the imagination is a response to the input and therefore must be carefully managed.

Seeking consensus on a play-based intervention framework for promoting play of children with HIV/Aids in a low-resourced setting: A Delphi study.

Implementing occupation-based practice in low-resourced settings can be challenging especially when working with children with HIV/Aids whose daily occupation of play is often affected by their health condition and other contextual factors such as poverty or stigma. The aim of this paper is to obtain consensus from experts on the content and application of a play-based intervention for children with HIV/Aids living in a low-resourced setting. A Delphi study involving two rounds using an online survey format was conducted with experts from the field of child development, play and/or HIV/Aids. Consensus agreement was reached when at least 70% of Delphi experts rated each item at 3 or higher on a 5-point Likert scale. This paper is part of a multi-stage study that involved input and feedback from families of children who were born HIV/Aids, occupational therapists working with families of children with HIV/Aids, and input from local and international experts working with people with HIV/Aids. Thirty-seven experts completed the first round, and 35 completed the second round of the study. Consensus was achieved on the application of the Cooper's Model of Children's Play, techniques to be used and the structure of the intervention. Experts also agreed on the inclusion of a pre-intervention workshop as part of the play-based intervention. The consensus on the content and application of a play-based intervention framework through a process of gaining expert perspectives provides confidence that the intervention planned to promote play for children with HIV/Aids living in low-resourced settings is likely to be effective.

Validity Test of the Locomotor Learning Model in Children Aged 6-8 Years

The locomotor learning model for early childhood developed in Indonesia is still not innovative. Therefore, researchers intend to develop an innovative locomotion learning model. This research aims to obtain the validity of the locomotor movement learning model to improve locomotor movement in children aged 6-8 years. The validation data collection method used Focus Group Discussion (FGD) by 5 experts. The validity of the learning model is assessed based on content and construct validity. The content and construct validation results through expert FGDs show that the locomotor learning model for children aged 6-8 years is included in the very valid category. These findings suggest that, theoretically, it is sound and may be used to help kids between the ages of six and eight develop their locomotor skills. Researchers' locomotor movement learning model offers tremendous potential for academics and practitioners to conduct more studies based on its construct validity and content results. One area that warrants further investigation is the applicability and efficacy of the locomotor movement learning model for 6–8-year-old children.
 Keywords: locomotor learning model, Children 6-8 years

Model test study on treatment of Pruzansky type ⅡB and Ⅲ hemifacial microsomia with artificial condyle-mandibular distractor complex

To preliminarily verify the effectiveness of self-designed artificial condyle-mandibular distraction (AC-MD) complex in the treatment of Pruzansky type ⅡB and Ⅲ hemifacial microsomia (HFM) through model test. Five children with Pruzansky type ⅡB and Ⅲ HFM who were treated with mandibular distraction osteogenesis (MDO) between December 2016 and December 2021 were selected as the subjects. There were 3 boys and 2 girls wih an average age of 8.4 years (range, 6-10 years). Virtual surgery and model test of AC-MD complex were performed according to preoperative skull CT of children. The model was obtained by three-dimensional (3D) printing according to the children's CT data at a ratio of 1∶1. The occlusal guide plate was designed and 3D printed according to the children's toothpaste model. The results of the model test and the virtual surgery were matched in three dimensions to calculate the error of the residual condyle on the affected side, and the model test was matched with the actual skull CT after MDO to measure and compare the inclination rotation of the mandible, the distance between the condylar of the healthy side and the residual condyle of the affected side, and the lengthening length of the mandible. The error of residual condyle was (1.07±0.78) mm. The inclination rotation of the mandible, the distance between the condylar of the healthy side and the residual condyle of the affected side, and the lengthening length of the mandible after 3D printing model test were significantly larger than those after MDO ( P<0.05). In the model test, the implantation of AC-MD complex can immediately rotate the mandible to the horizontal position and improve facial symmetry, and the residual condyle segment can be guided close to the articular fossa or the preset pseudoarticular position of the skull base after operation.

Not just having fun: Experiential‐learning–based school field trips improved local children's mental models of the mangrove nature reserve in Shenzhen, China

Abstract Nature‐based school field trips gained policy support from China governments. However, in a highly exam‐oriented education system, schools might be unwilling to implement such activities which they believe are merely fun journeys and useless for knowledge acquisition. We designed an experiential learning field trip to a local mangrove reserve for third graders and assessed how it changed their mental models about the mangrove ecosystem through pre‐ and post‐drawings. We analysed and scored the paired drawings through a rubric developed based on grounded theory coding procedures, used paired t‐tests to examine the changes, and qualitatively interpreted three example pairs from three groups divided by pre‐drawing scores. We deemed that participants' mental models improved, reflecting better knowledge about the mangrove ecosystem. We suggest that the notion of mental models of the environment is relevant to the needs of both formal schools and environmental organizations. By demonstrating a relatively successful nature‐based school field trip case involving pupils from China, we hope that formal schools of this country in the exam‐oriented educational context could utilize it as a justification and vicarious experience to participate in or implement such trips. Read the free Plain Language Summary for this article on the Journal blog.

A Brain Morphometry Study with Across-Site Harmonization Using a ComBat-Generalized Additive Model in Children and Adolescents.

Regional anatomical structures of the brain are intimately connected to functions corresponding to specific regions and the temporospatial pattern of genetic expression and their functions from the fetal period to old age. Therefore, quantitative brain morphometry has often been employed in neuroscience investigations, while controlling for the scanner effect of the scanner is a critical issue for ensuring accuracy in brain morphometric studies of rare orphan diseases due to the lack of normal reference values available for multicenter studies. This study aimed to provide across-site normal reference values of global and regional brain volumes for each sex and age group in children and adolescents. We collected magnetic resonance imaging (MRI) examinations of 846 neurotypical participants aged 6.0-17.9 years (339 male and 507 female participants) from 5 institutions comprising healthy volunteers or neurotypical patients without neurological disorders, neuropsychological disorders, or epilepsy. Regional-based analysis using the CIVET 2.1.0. pipeline provided regional brain volumes, and the measurements were across-site combined using ComBat-GAM harmonization. The normal reference values of global and regional brain volumes and lateral indices in our study could be helpful for evaluating the characteristics of the brain morphology of each individual in a clinical setting and investigating the brain morphology of ultra-rare diseases.

Kreatifitas Guru dalam Mengembangkan Modul Pembelajaran Materi Aqidah Akhlak Model Majalah Anak untuk Siswa Madrasah Ibtidaiyah

One of the aims of this study was to create the Aqidah Akhlak module as a model for a children's magazine to meet the needs of Aqidah Akhlak educational resources at Mujahidin Islamic elementary schools. This is very important because the teacher's role is not only to teach but also to help. This study uses the Borg and Gall development model. There are seven stages used, namely product planning, product development, initial product design, field trials, product revision, and final results. The Aqidah Akhlak module, a children's magazine model for class IV MI, was made after going through various processes. After testing the experts, the product resulting from this development has been declared valid. Percentage of results: Material expert validation was 90%, design expert validation was 89.3%, and supporting teacher validation was 91%. The results of the field trials showed that the children's magazine model Aqidah Akhlak module was effective, because the posttest scores showed an increase in the average student learning outcomes from before. Furthermore, after calculating with the N-Gain formula, a value of 0.3 is obtained, which indicates that the level of effectiveness of the product resulting from the development is in the "medium" category. Thus, it can be concluded that the Aqidah Akhlak module from the children's magazine model is quite effective for use by students in independent learning.

Preliminary evidence for progressions in ownership reasoning over the preschool period.

Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, Mage = 2.78 (.14); R = 2.50-3.00, and 32 older 4-year-olds, Mage = 4.77 (.16); R = 4.50-5.00, living in Michigan in the United States. We use a battery of four established ownership tasks that tested different aspects of children's ownership thinking. A Guttman test revealed a reliable sequence that explained 81.9% of children's performance. Namely, we discovered that identifying familiar owned objects emerged first, control of permission as a cue to ownership second, understanding ownership transfers third, and the tracking of sets of identical objects last. This ordering suggests two foundational ownership abilities on which more complex reasoning may be built: the ability to include information about familiar owners in children's mental models of objects and recognizing that control is central to ownership. The observed progression is an important first step toward developing a formal ownership scale. This study paves the way for mapping the conceptual and information-processing demands (e.g., executive functioning, memory) that likely underlie change in ownership thinking across childhood. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Predicting Clinical Deterioration and Mortality at Differing Stages During Hospitalization: A Systematic Review of Risk Prediction Models in Children in Low- and Middle-Income Countries

To determine which risk prediction model best predicts clinical deterioration in children at different stages of hospital admission in low- and middle-income countries. For this systematic review, Embase and MEDLINE databases were searched, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed. The key search terms were "development or validation study with risk-prediction model" AND "deterioration or mortality" AND "age 0-18years" AND "hospital-setting: emergency department (ED), pediatric ward (PW), or pediatric intensive care unit (PICU)" AND "low- and middle-income countries." The Prediction Model Risk of Bias Assessment Tool was used by two independent authors. Forest plots were used to plot area under the curve according to hospital setting. Risk prediction models used in two or more studies were included in a meta-analysis. We screened 9486 articles and selected 78 publications, including 67 unique predictive models comprising 1.5 million children. The best performing models individually were signs of inflammation in children that can kill (SICK) (ED), pediatric early warning signs resource limited settings (PEWS-RL) (PW), and Pediatric Index of Mortality (PIM) 3 as well as pediatric sequential organ failure assessment (pSOFA) (PICU). Best performing models after meta-analysis were SICK (ED), pSOFA and Pediatric Early Death Index for Africa (PEDIA)-immediate score (PW), and pediatric logistic organ dysfunction (PELOD) (PICU). There was a high risk of bias in all studies. We identified risk prediction models that best estimate deterioration, although these risk prediction models are not routinely used in low- and middle-income countries. Future studies should focus on large scale external validation with strict methodological criteria of multiple risk prediction models as well as study the barriers in the way of implementation. PROSPERO International Prospective Register of Systematic Reviews: Prospero ID: CRD42021210489.

Research on the Application of Beijing Opera Character Modeling in Children’s Picture Books

Research on the Application of Beijing Opera Character Modeling in Children’s Picture Books

“It kinda has like a mind”: Children's and parents' beliefs concerning viral disease transmission for COVID-19 and the common cold

How people reason about disease transmission is central to their commonsense theories, scientific literacy, and adherence to public health guidelines. This study provided an in-depth assessment of U.S. children's (ages 5–12, N = 180) and their parents' (N = 125) understanding of viral transmission of COVID-19 and the common cold, during the first year of the COVID-19 pandemic. The primary aim was to discover children's causal models of viral transmission, by asking them to predict and explain counter-intuitive outcomes (e.g., asymptomatic disease, symptom delay) and processes that cannot be directly observed (e.g., viral replication, how vaccines work). A secondary aim was to explore parental factors that might contribute to children's understanding. Although even the youngest children understood germs as disease-causing and were highly knowledgeable about certain behaviors that transmit or block viral disease (e.g., sneezing, mask-wearing), they generally failed to appreciate the processes that play out over time within the body. Overall, children appeared to rely on two competing mental models of viruses: one in which viruses operate strictly via mechanical processes (movement through space), and one in which viruses are small living creatures, able to grow in size and to move by themselves. These results suggest that distinct causal frameworks co-exist in children's understanding. A challenge for the future is how to teach children about illness as a biological process without also fostering inappropriate animism or anthropomorphism of viruses.

PROTOCOL FOR EXAMINING TRANSFER VALIDITY OF A SUPRACONDYLAR HUMERAL FRACTURE PINNING AUGMENTED REALITY SIMULATOR

Augmented reality simulators offer opportunities for practice of orthopaedic procedures outside of theatre environments. We developed an augmented reality simulator that allows trainees to practice pinning of paediatric supracondylar humeral fractures (SCHF) in a radiation-free environment at no extra risk to patients. The simulator is composed of a tangible child's elbow model, and simulated fluoroscopy on a tablet device. The treatment of these fractures is likely one of the first procedures involving X-ray guided wire insertion that trainee orthopaedic surgeons will encounter. This study aims to examine the extent of improvement simulator training provides to real-world operating theatre performance.This multi-centre study will involve four cohorts of New Zealand orthopaedic trainees in their SET1 year. Trainees with no simulator exposure in 2019 - 2021 will form the comparator cohort. Trainees in 2022 will receive additional, regular simulator training as the intervention cohort. The comparator cohort's performance in paediatric SCHF surgery will be retrospectively audited using routinely collected operative outcomes and parameters over a six-month period. The performance of the intervention cohorts will be collected in the same way over a comparable period. The data collected for both groups will be used to examine whether additional training with an augmented reality simulator shows improved real-world surgical outcomes compared to traditional surgical training. This protocol has been approved by the University of Otago Health Ethics committee, and the study is due for completion in 2024.This study is the first nation-wide transfer validity study of a surgical simulator in New Zealand. As of September 2022, all trainees in the intervention cohort have been recruited along with eight retrospective trainees via email. We present this protocol to maintain transparency of the prespecified research plans and ensure robust scientific methods. This protocol may also assist other researchers conducting similar studies within small populations.