Preparedness Of Children Research Articles

Increasing Children's Preparedness, Especially Street Children By Children's Friends In Dealing With The Covid-19 Pandemic Disaster Through Educative Learning And Healing

The Covid-19 pandemic is affecting all age groups from young children to the elderly. Children are a population that is included in the vulnerable group category. Through Healing and Education activities. The Jakarta Sahabat Anak Foundation seeks to reduce the impact of Covid-19 by providing direct assistance which is expected to contribute to the three main components of disaster management, namely prevention, direct response and recovery. The purpose of this study is to analyze the educative learning model and examine its implementation efforts to increase children's preparedness for the Covid-19 pandemic in order to support national resilience. The research method used is a case study qualitative method supported by data that has been obtained from observations, interviews and document studies, then analyzed, and the findings are obtained. The results of this study are that educative learning is known to be one of the tools that can increase children's preparedness in dealing with the Covid-19 pandemic. The Sahabat Anak Foundation is able to take appropriate actions to respond to the Covid-19 pandemic situation as a national disaster. Educational learning initiated by the Sahabat Anak Foundation is an activity that can help children in the process of adaptation, entertainment and learning in dealing with the Covid-19 pandemic. The results of this study can be used as material for further research with the latest data so that it is more comprehensive.

The Relationship between Democratic Parenting Style and School Readiness among First-grade Students

This quantitative study investigates the relationship between democratic parenting style and school readiness among first-grade students at SD Negeri Sidokare 2 Sidoarjo. The research aims to examine whether a correlation exists between the two variables. Data were collected through questionnaires and the Nijmeegse Schoolbekwaamheids Test (NST). The sample comprised 66 students selected using accidental sampling. The data analysis involved Pearson's product-moment correlation coefficient in SPSS 26.0. The results indicate a significant positive correlation (rxy = 0.662, p = 0.000) between democratic parenting style and school readiness. Higher levels of democratic parenting style correspond to higher levels of school readiness among first-grade students. These findings imply that parents who adopt a democratic parenting style contribute to their children's preparedness for elementary school. The study suggests that schools provide training on the importance of parenting styles, particularly democratic parenting, to foster children's potential as they enter elementary school. Highlight: Positive correlation: The study reveals a significant positive correlation (rxy = 0.662, p = 0.000) between democratic parenting style and school readiness among first-grade students. Impact of democratic parenting: Higher levels of democratic parenting style are associated with higher levels of school readiness among children entering elementary school. Implications for schools and parents: The findings emphasize the importance of implementing democratic parenting styles to foster children's readiness for school. Schools should provide training to parents on the benefits of democratic parenting to optimize children's potential as they transition to elementary school. Keyword: Democratic Parenting Style, School Readiness, First-Grade Students, Correlation, Quantitative Study

Preschool education from the perspective of the axiological approach

The issue and purpose. The research material tackles an issue due to the need to disclose the content and technologies of design and organization of value-oriented education of preschoolers, the development of children's preparedness to show an emotional-value attitude to the world around them. Research methods. To obtain data on the levels of acquisition by the children of senior preschool age of value-oriented educational material, the author used the modified methods “Value orientations” by M. Rokeach, “Dva doma” (Two Houses) by B.S. and N.V. Volkovs, as well as the author's methods "Ob"yasni, chto eto takoye?" (Explain what this is), "Chto dlya tebya vazhneye?" (What is more important to you?). The study involved 110 children of senior preschool age (6-7 years old) of municipal budgetary preschool educational institutions of the city of Tula (Tula region, Russian Federation). Results. The passive (average) level was predominant – 51% of children. 14% of children had an indifferent (low) level, and 35% of children had a sufficient (high) level. In connection with the results obtained, the article offers guidelines for introducing preschoolers to the values in the process of using various types of art. Conclusion. The emotional-figurative nature of introducing preschoolers to values is the leading conceptual position in the context of the axiological approach. This is the peculiarity of the comprehension of value-oriented content by preschool children.

Comparing the Effect of Risperidone, Virtual Reality and Risperidone on Social Skills, and Behavioral Problems in Children with Autism: A Follow-up Randomized Clinical Trial

Improving behavioral and social problems in children with autism requires extensive training programs even with parents at home. The main goal of this study is to design a virtual reality (VR) intervention based on the TEACCH method in combination with risperidone to evaluate its effectiveness on social and behavioral problems. Forty-three children with autism (6-12 years old) randomly were divided into three groups: risperidone (n = 15), risperidone + VR (n = 15), and control (n = 13). The interventions lasted for 3 months (90 sessions) and post-test assessments were done immediately after intervention. Follow up tests were done 3 months after that. Risperidone + VR group showed significant differences in social skills (MD = 36.59; 95% CI: 30.74 to 38.42, P < 0.001, ŋ2 = 1.51 in post-test; MD = 19.63; 95% CI: 17.27 to 21.63, P < 0.001, ŋ2 = 0.86 in follow up); and behavioral symptoms (MD = -36.12 ; 95% CI: -39.72 to -36.91, P < 0.001, ŋ2 = 1.99 in post-test; MD = -28.82 ; 95% CI: -29.43 to -25.32, P < 0.001, ŋ2 = 1.58 in follow up) compared to the control group. However, the risperidone group showed significant differences in social skills (MD = 2.03; 95% CI: 0.82 to 3.67, P < 0.001, ŋ2 = 0.12) and behavioral symptoms (MD = -36.66; 95% CI: -38.96 to -34.27, P < 0.001, ŋ2 = 1.96) only in post-test. Thus, the experimental groups did not have any significant difference in post-test. Combined interventions such as VR can enhance the effectiveness of risperidone response and boost children's preparedness to practice and learn social interaction.

Implications of COVID-19 Lockdown on Child Preparedness among Rwandan Families

The world is currently facing the fatal viral pandemic called coronavirus disease 2019 (COVID-19), earlier named 2019-novel coronavirus (2019- nCoV). Every country of the world keeps responding to the challenges posed by covid-19 in all aspects of human endeavour with high demand and burden on health care. The report of the first case in Rwanda on 14th March 2020 was accompanied by actions to drive control measures by the government of Rwanda importantly to prevent the spread of COVID-19. Those measures included education on personal preventive behaviours, social distancing and restricting the movement of people locally, nationally and internationally resulting to lockdown that allowed only essential services. Lockdown has particularly affected Rwandan families with pregnant mothers in the context of childbirth preparation in different aspects. This review paper articulates the possible various dimensions of influence of the COVID-19 lockdown on birth preparedness by families and the possible maternal and neonatal health adverse outcomes that may be associated. This is with the intention of helping health care providers and other stakeholders anticipate, track and prepare for appropriate mitigation to reduce maternal-neonatal morbidity and mortality.&#x0D; &#x0D; French title: Implications du verrouillage de COVID-19 sur la préparation des enfants dans les familles RwandaisesLe monde est actuellement confronté à la pandémie virale mortelle appelée maladie à coronavirus 2019 (COVID-19), précédemment appelée 2019-nouveau coronavirus (2019-nCoV). Chaque pays du monde continue de répondre aux défis posés par le Covid-19 dans tous les aspects de l'activité humaine avec une forte demande et un fardeau sur les soins de santé. Le rapport du premier cas au Rwanda le 14e mars 2020 a été accompagné d'actions à conduire des mesures de contrôle par le gouvernement du Rwanda important pour prévenir la propagation de Covid-19. Ces mesures comprenaient une éducation sur les comportements personnels de prévention, la distanciation sociale et la restriction de la circulation des personnes aux niveaux local, national et international, entraînant un verrouillage qui n'autorisait que les services essentiels. Le verrouillage a particulièrement affecté les familles Rwandaises de mères enceintes dans le cadre de la préparation à l'accouchement sous différents aspects. Cet article de synthèse articule les différentes dimensions possibles de l'influence du verrouillage du COVID-19 sur la préparation à la naissance des familles et les éventuels effets indésirables sur la santé maternelle et néonatale qui peuvent être associés. Ceci dans le but d'aider les prestataires de soins de santé et les autres parties prenantes à anticiper, suivre et préparer des mesures d'atténuation appropriées pour réduire la morbidité et la mortalité materné-néonatales.

Начальный этап спортивной подготовки детей с поражениями опорно-двигательного аппарата в адаптивном плавании

We present the analysis of sports motor skills development in children with musculoskeletal disorders by means of adaptive swimming. The developed methods of sports training for children with musculoskeletal disorders in adaptive swimming at the initial stage were designed for three years. All participants were students of the adaptive swimming school. The significance of the presented study lies in the fact that the knowledge about the content of private adaptive swimming techniques in the system of sports training for children with musculoskeletal disorders is analyzed, presented and supplemented. We expand the concept of the effectiveness of adaptive swimming use in increasing the level of physical activity and sports preparedness of children with musculoskeletal disorders to solve the problems of their social integration. The provisions reflecting the structure and content of the educational process of adaptive swimming at the initial stage of sports training are disclosed. Features of the training process depend on the degree of motor and functional capabilities of children with musculoskeletal disorders. An analysis of the pedagogical experiment results is presented, which reflects a change in indicators of physical development, physical and functional fitness of children with musculoskeletal disorders.

Вплив регулярних занять тхеквондо на фізичний розвиток та фізичну підготовленість хлопців 6-8 років

Вплив регулярних занять тхеквондо на фізичний розвиток та фізичну підготовленість хлопців 6-8 років

Pengaruh Pemberian Metode Simulasi Siaga Bencana Gempa Bumi terhadap Kesiapsiagaan Anak di Yogyakarta

Indonesia is located within the ring of fire and Yogyakarta is one of the area which is experiencing with earthquake. The earthquake happened in 2006 left many victims. Most of them are elderly and children. Not all children are trained to deal with disaster, therefore it is necessary to conduct a training to elementary school so the children have a knowledge how to deal with this disaster if it is suddenly happened. The main aims of this research is to find out the effect of disaster simulation method toward the children readiness, ability and involvement of children in doing simulation, the children preparedness before and after receiving the training. Method. The research design applies quasi experiment with one pre post test design. The sample are taken by using purposive sample for 31 respondents and the data are collected by using questioners and observation checklists. The hypothesis is tested by using Wilcoxon test. Results of this study showed there is influence on the preparedness of disaster simulation method children with a value of p 0.001, all the children capable and involved after performing the simulation as many of 5 times while the child preparedness before the simulation in the category of less ready as number of 22 children (71%) and after simulation increased to 23 children (74.2%). Conclusion. The training of awareness and readiness to face an earthquake disaster increase the level of children awareness. All of the level 6 Giwangan elementary students is able and involved after the training was repeated 5 times and most of the children showed that the level of awareness is categorised as less ready.

Gender-Specific Peculiarities of Motor Preparedness of Children Aged 6-10

The objective is to determine the gender-specific peculiarities of motor preparedness of children aged 6-10. Materials and methods: the participants in the study were girls aged 6 (n = 36), aged 7 (n = 48), aged 8 (n = 57), aged 9 (n = 38), aged 10 (n = 46); boys aged 6 (n = 48), aged 7 (n = 45), aged 8 (n = 60), aged 9 (n = 47), aged 10 (n = 40). To achieve the tasks set, the study relied on the following research methods: analysis of scientific literature, pedagogical testing and methods of mathematical statistics of research data reduction. The study used discriminant analysis as the modeling method.Results: the classification results of motor preparedness of girls and boys aged 6-10 indicate that the study has correctly classified 81.9-100% of the initial observations. The graphic material demonstrates the density of objects within each class and a clear distinction between the classes. This allows to maintain that there is a significant difference between girls and boys aged 6-10 in their motor preparedness.Conclusions. The girls aged 6-10 show the best results in movement coordination related to combinations of movements of arms and legs, as well as flexibility. The girls aged 10 show the best results in test No. 10 “300-m Race”. The boys aged 6-10, unlike the girls, show the best results in the development of general coordination of movements, strength, speed strength, strength and general endurance. It is possible to argue with a high level of reliability that by their classification characteristics girls and boys belong to different classes, and significantly differ in motor preparedness.

Застосування поточного контролю для вдосконалення тренувального процесу спортсменів-акробатів 8–9 років

Purpose: to reveal the dynamics of changes of the level of development of special motive preparedness of children of 8–9 years old in acrobatics on the basis of the current control. Material & Methods: materials of the research, which was conducted by means of pedagogical testing of acrobats of 8–9 years old on the basis of children's and youth sports school No. 6 of Kharkiv, are considered in the article. Results: the developed experimental technique of improvement of special motive training of acrobats of 8–9 years old and the introduced in it amendments on the basis of the current control affected the level of development of special motive preparedness of acrobats. Conclusions: the use of the systematic current control allows defining accurately to what special motive exercises and physical qualities in the training process is paid not enough attention and allows correcting it due to the increase in number of exercises and their variability.

Disasters and earthquake preparedness of children and schools in Istanbul, Turkey

Unless decision makers urgently exhibit a proactive approach to earthquake preparedness, Istanbul will be the most vulnerable city for the expected great Marmara Earthquake and Tsunami. Because Istanbul has the highest population density (larger than some European countries) and is the commercial/industrial centre of Turkey, the high seismic potential of the North Anatolian Fault (NAF) in the Sea of Marmara is a great risk for Istanbul.The Kocaeli and the Düzce earthquakes, which were the last two seismic events to occur in the eastern part of Marmara in 1999, dramatically demonstrated the vulnerability and lack of awareness and preparedness of Istanbul and the Marmara region for natural disasters. Although Istanbul is 90 km from the epicentre of the earthquake that occurred in 1999, it caused severe damage to many buildings and great loss of life. An earthquake of even greater magnitude is now expected to occur within the submarine fault system that extends west of the 1999 ruptured segments under the Sea of Marmara which is near Istanbul.Although Istanbul is susceptible to seismic hazards and a destructive earthquake and tsunami are anticipated to occur in the Marmara Sea, necessary seismic risk mitigations have not been taken. Disaster preparedness studies, which are conducted by the government and the municipality of Istanbul, are not sufficient or rapid enough. School students, especially, in their unsafe school buildings, are the most vulnerable to earthquakes. The disaster-related issues are so serious because of the students >23 million in Turkey or ∼4 million students in Istanbul, and frequently repeated disaster events.

Children with disabilities and disaster preparedness: a case study of Christchurch

An estimated seven million children with disabilities worldwide are affected by disasters annually. This significant figure emphasises the particular vulnerability of these children in facing natural hazards. However, their needs as well as their capacity and role in disaster risk reduction have largely been overlooked by researchers and policymakers. This paper draws on a case study in Christchurch to identify insights, realities, possibilities and obstacles in relation to the involvement in disaster preparedness of children with diverse disabilities. It reports on findings from focus group discussions and semi-structured interviews with children who have disabilities, their teachers and caregivers to explore children's preparedness and potential responses to a disaster. The findings indicate a considerable variation in how children with disabilities access available resources and perceive, face and cope with natural hazards. This paper shows their potential contribution to disaster preparedness and provides further suggestions for policy and practice.

Long-term follow-up of re-sting reactions in children with moderate to severe venom hypersensitivity

Few data exists about re-sting reactions and their prognosis in children with moderate to severe venom hypersensitivity. The reasons behind not consenting to or prematurely ending venom immunotherapy (VIT) and the preparedness of children who refused or quit VIT for future moderate-severe systemic reaction (SR) to re-stings have not been studied. Data on children with moderate to severe SR after Hymenoptera stings was collected for a 17-year period using our database. A standardized questionnaire was administered to patients who accepted to be interviewed at the clinic. These patients were evaluated in terms of their preparedness for future moderate-severe SR to re-stings. A total of 55 children, 75 % of whom commenced on VIT, were included in the analysis. Different reasons exist for not consenting to VIT; the most common of which is living at a distance from the allergy center. There were no differences in terms of the number of re-stung patients (27.7 and 27.2 %, respectively) and moderate-severe SR (60 and 16.6 %, respectively) between children who prematurely ended or who did not consent to VIT and children who completed VIT. Sixty-four percent of the children who refused or discontinued VIT were not prepared for future moderate-severe SR to re-stings. Long-term prognosis for re-sting reactions is good in children with moderate to severe SR to venoms. Some of the reasons behind refusing or discontinuing VIT may be related to quality of life issues. Preparedness of children who refused or discontinue VIT in emergencies is very low.

Children's Coping in the Context of Disasters and Terrorism

Disasters and terrorism present significant and often overwhelming challenges for children and families worldwide. Individual, family, and social factors influence disaster reactions and the diverse ways in which children cope. This article links conceptualizations of stress and coping to empirical knowledge of children's disaster reactions, identifies limitations in our current understanding, and suggests areas for future study of disaster coping. Coping strategies, developmental trajectories influencing coping, and the interplay between parent and child coping represent critical areas for advancing the field and for informing programs and services that benefit children's preparedness and foster resilience in the face of mass trauma.

What if we considered a novel dimension of school readiness? The importance of classroom engagement for early child adjustment to school

Abstract Children's preparedness for school is an important predictor of their eventual academic attainment, health, and personal success well into adulthood. Although kindergarten knowledge of numbers and vocabulary represent robust indicators of children's readiness to learn at school entry, theory and research suggest that self-directed learning skills are also important in meeting the challenges of the elementary school classroom. This review examines evidence related to the potential benefits (e.g., improving children's academic outcomes) of targeting classroom engagement skills, a person-environment fit characteristic reflecting task-orientation and industriousness. Reviewed studies suggest that classroom engagement skills are malleable and robust predictors of later elementary school achievement. Research also suggests that cognitive control skills in the form of executive functions are likely to underlie individual differences in classroom engagement. This paper provides evidence that developing p...

The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins

Abstract Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race/ethnicity, and national origins might be related to children's preparedness for kindergarten. The Learning Accomplishment Profile–Diagnostic (LAP-D) was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior concerns. Results demonstrate that variation does exist in school readiness according to nativity-based factors. First- and second-generation immigrants lagged behind children in non-immigrant families in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. In many cases, first-generation immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for an immigrant advantage. The present study raises awareness regarding some of the strengths immigrant children demonstrate from a very young age—strengths that can be built upon to encourage their later success and academic achievement.

The pedagogical and psychoanalytical problems of child preparedness for school

The pedagogical and psychoanalytical problems of child preparedness for school

Full-Day or Half-Day Kindergarten? Kindergarten Teachers’ Voices in the Debate

Research pertaining to the beneficial and/or detrimental impact of full-day and half day kindergarten attendance for children aged four and five years is limited, with studies conducted overseas focusing on kindergarten children who are 12 months older. A study was designed to investigate Tasmanian kindergarten teachers’ perceptions of the advantages and disadvantages of both half day and full-day kindergarten sessions. Fifty-three full-day and 46 half-day kindergarten teachers responded to the study's postal survey, which was supported by small group interviews. Preparation of children for full-time schooling and enhancement of their social skills were perceived by teachers to be the main advantages of full-day attendance. They referred to the length of the school day and lack of session continuity as disadvantages. Program continuity and children's preparedness to learn were perceived as benefits of half-day attendance. Teachers cited as deficits students’ lack of experience in full-time school routines, and the challenge for parents associated with half day attendance.

Self-coherence, emotional arousal and perceived health of adult children caring for a brain-impaired parent.

An important concern for nurses is the ability of adult children to provide effective care to a dependent parent without sacrificing their own health and well-being. The purpose of the study was to examine 'sense of self-coherence' as an inner resource for the attenuation of distress in a sample of 168 adult children who were involved with the care of a brain-impaired parent. Subjects were interviewed twice in their homes in order to obtain data on variables for: self-coherence, emotional arousal, perceived health, and crisis. Findings from the study indicate that adult children with crisis experience in the previous 6 months of caregiving had higher scores for emotional arousal, lower scores for self-coherence, and lower ratings of perceived health than did adult children with no crisis experience. In addition, there was a negative relationship between self-coherence and emotional arousal and a positive relationship between self-coherence and perceived health. Both of these relationships were significantly stronger in the presence of crisis experience than in the absence of crisis experience. Finally, there was a negative relationship between emotional arousal and perceived health that was equally apparent in both the presence and absence of crisis experience. The findings suggest that self-coherence is an inner resource that emerges in filial crisis to modulate the emotional impact of the situation. The implication is that measures of self-coherence could be used to assess an adult child's preparedness to appraise and cope with emotional responses to filial crisis events. This information could help nurses anticipate and target resources for vulnerable adult children so that they are less adversely affected by the demands of parent care.

Children of Migrant Fathers: The Effects of Father Absence on Swazi Children's Preparedness for School

This article investigates the effects of prolonged father absence of Swazi migrant workers on their young children's preparedness for a formal school setting. As the role of formal schooling gains importance in Swaziland, so too does the impact that the home environment has on the formal schooling of Swazi children. The disruption of family life because of migrant labor may affect the development of Swazi children, and possibly their cognitive preparedness for school. Formal education as it is known today is not indigenous to Swazi society. At independence, most African countries inherited educational systems designed by Europeans who applied Western criteria. An important consequence of this is that institutions of formal learning today remain based on cultures which are quite distinct from those of Africans. Western formal education strives for change and creates discontinuities. By contrast, traditional education strives for continuity between generations, whereby parents and older relatives teach youth about their accumulated knowledge, ways, and traditions. Felix Boateng stresses that the success of traditional African education is in its ability to promote intergenerational communication. Even though traditional education may often be conducted using such abstract messages as proverbs, the intended lesson is always pertinent to a child's immediate environment.1 Traditional education is less verbal and less theoretical, placing more emphasis on active participant observation than does imported European education, which relies on curriculum and an abstract examination system often in conflict with the child's immediate surroundings. For instance, John Gay and Michael Cole's research in Liberia reveals that Kpelle children begin formal schooling using cognitive constructs, language patterns, and a knowledge base that hinder their learning certain mathematical concepts using Western-biased methods. The significance of traditional learning at