Children's Strategies Research Articles

Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

AbstractDigital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty‐six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay. Practitioner notesWhat is already known about this topic Instructional supports, such as elaborative feedback, are a key feature of learning games. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. Prior knowledge is an important moderator to consider in the context of elaborative feedback. What this paper adds Providing additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay. Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game. Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research. Implications for practice and/or policy Pre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback. Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic). Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.

중학생의 학습전략 향상을 위한 U&I활용 부모-자녀 연계 집단상담 프로그램 개발

Objectives The purpose of this study was to devise a parent-child-linked group counseling program using U&I to improve learning strategies for middle school students, and to verify the effectiveness of the program. Methods The program design was devised through the procedure of analysis → design → development → execution → evaluation according to the procedure of the ADDIE model, which is a program development model. Next, the program was applied to the experimental group and compared with the control group to analyze the effect. For the analysis of program effects, a learning strategy measurement tool developed by Kim Dong-il (2005) was used. Results First, for program planning, the direction of program planning was set through a request survey and a review of previous studies. Then, the purpose and goal of the program were set. Next, the goal of each session of the program, the contents of the activity, and the operation strategy of the program were devised, and the final program was completed through the validation process from experts. As a result of applying the program to the experimental group, the overall score of the learning strategy of the experimental group and the score of all sub-factors were significantly higher than that of the control group. In addition, as a result of the interview analysis of children and parents, it was confirmed that children were able to establish and implement a learning strategy suitable for themselves through self-understanding, and parents were able to identify their children's learning strategy and link it to positive learning support. Conclusions As a result of applying the program to the experimental group, the overall score of the learning strategy of the experimental group and the score of all sub-factors were significantly higher than that of the control group. In addition, as a result of the interview analysis of children and parents, it was confirmed that children were able to establish and implement a learning strategy suitable for themselves through self-understanding, and parents were able to identify their children's learning strategy and link it to positive learning support.

The Role of Children in the Family Purchase Decision-Making Process About Healthy Versus Unhealthy Food

This study explores how children are involved in the family decision-making process when buying healthy vs unhealthy food, and whether this involvement is influenced by family emotional climate. Participants are 239 parents of 7 to 13 years old children. They completed a set of self-report questionnaire related to healthy and unhealthy foods perception; consumer purchase decision making process; children's influences strategies in food purchase; influence exerted by children in the food purchasing process; family cohesion, flexibility, and communication. The results highlight how the children used influence strategies and became more involved in consumer purchasing decisions when they come to unhealthy food than healthy food. The emotional family climate also modifies both the frequency of use and the level of participation in the consumer purchase decision making process. This study provides insight into the key predictors of the development of certain consumption skills in children and how they use them to influence the family purchase of healthy and unhealthy foods.

Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency

AbstractBilingual and monolingual children might have different styles of using multimodal language. This study investigates speech disfluency and gesture production of 5- and 7-year-old Turkish monolingual (N = 61) and Turkish–English bilingual children (N = 51). We examined monolinguals’ Turkish narratives and bilinguals’ Turkish and English narratives. Results indicated that bilinguals were more disfluent than monolinguals, particularly for silent and filled (e.g., umm) pauses. Bilinguals used silent pauses and repetitions (e.g., cat cat) more frequently in English than in Turkish. Gesture use was comparable across language and age groups, except for iconic gestures. Monolinguals produced more iconic gestures than bilinguals. Children's overall gesture frequency predicted disfluency rates only in Turkish. Different gesture types might be orchestrated in the multimodal system, contributing to narrative fluency. The use of disfluency and gesture types might provide insight into bilingual and monolingual children's language development and communication strategies.

Effects of Preschooler’s Temperament, Mother’s Emotional Expressiveness and Empathy on the Preschooler’s Emotional Regulation Strategies

The purpose of this study is to examine the relative influence of preschooler’s temperament, mother’s emotional expressiveness and empathy on the preschooler’s emotional regulation strategies. The participants were 217 preschoolers(between age 3∼6) and their mothers. The frequency analysis, t/F-test, Pearson’s correlation analysis, and multiple regression analysis were carried out. the major study results are as follows. First, boys used more attack strategy of emotional regulation than girls, and younger children used attack strategy more often. Second, the lower the emotional temperament and the higher the activity and sociality, the more often the active coping strategy was used. The higher the shyness, the more avoidance and emotional expression strategies were used. Third, the mother’s expression of positive emotions and less negative emotions were highly correlated with active coping strategy of emotional regulation. On the other hand, cognitive empathy was especially related to active coping strategy. Fourth, as a result of stepwise multiple regression analysis, it was found that the child’s temperament and mother’s emotional expression were the most influential variables for the emotion regulation strategy. Through this study, predictive factors for the development of children's emotional control strategies were identified, and clinical implications for play counseling and parent counseling were discussed.

The role of socio-cultural background and child age for parental regulation strategies and children's self-regulation: A comparison between Germany, Chile, and El Salvador

This study compared parental regulation strategies and children's self-regulation in three different countries (Germany, Chile, El Salvador). N = 300 primary caregivers of 1- to 3-year-olds filled out a parental questionnaire (IMpulse-MAnagement in the caregiver-child dyad, IMMA; Pauen et al., 2019) assessing (a) socio-demographic variables, (b) parental ideas and goals regarding children's self-regulation skills, (c) children's self-regulation strategies in dealing with internal challenges or demands, and (d) caregiver's regulation strategies. Age-group comparisons revealed that (1) children increased compliance and verbal negotiation with their caregivers as they grow older, and (2) parents adapted their regulation strategies to the age of the child. Country-group comparisons further indicated substantial similarities and differences between countries with respect to (3) how parents expected children to deal with requests and prohibitions, as well as with their own needs, feelings, and impulses, (4) how children responded to goal-frustration and parental demands, and (5) which regulatory strategies parents used to support their offspring. These exploratory findings are discussed in the light of current models on cultural learning, parent-child interactions, and child self-regulation development.

The influence of home environmental factors on kindergarten children's addition strategy use.

Young children vary widely in their levels of math knowledge, their abilities to solve math problems, and the strategies they use to solve math problems. As much of later math builds on children's early understanding of basic math facts and problem-solving strategies, understanding influences on children's early problem solving is important. Few studies, however, have examined the home environment in relation to children's strategy use during arithmetic problems. We examined how both structural characteristics of children's home environments, such as socioeconomic status (SES), as well as the learning environment, such as engagement in math and literacy activities at home, related to their use of problem-solving strategies for numerical addition problems. Kindergarten children from diverse backgrounds completed a measure of addition problem solving and strategy use, including simple and complex numerical problems. Strategies were coded based on a combination of accuracy and strategy sophistication, with higher scores indicating problems solved correctly with more sophisticated strategies. Parents completed a home activities questionnaire, reporting the frequency with which they and their child had engaged in math and literacy activities at home over the past month. An exploratory factor analysis identified three components of the home activities - a basic activities factor, an advanced math activities factor, and a literacy activities factor. Findings indicated that SES related to children's strategy sophistication, and frequency of engaging in advanced math and literacy activities at home predicted strategy sophistication, however, engaging in activities at home did not moderate the relations between SES and strategy sophistication. This suggests that family engagement in activities at home may promote early arithmetic skills, and that the role of home environmental characteristics should be considered in children's arithmetic strategy use and performance over development.

A Qualitative Systematic Review About Children's Everyday Lives when a Parent Is Seriously Ill with the Prospect of Imminent Death - Perspectives of Children and Parents.

Parental dying is a life changing experience for children. This study explores children's strategies and (inter)actions in their everyday life when facing critically ill parents and imminent death, from the children's and parents' perspectives. A qualitative systematic review was carried out, registered in PROSPERO (CRD42022306862). A literature search and screening in six databases resulted in eighteen articles. Thematic analysis showed that children were capable of developing various strategies to cope in everyday life, even in vulnerable situations. From parents' and children's perspectives, inclusion, openness, and communication about parents' situations, taking children's age and needs into consideration, were important to face and cope with the situation. Children were life-capable, also in vulnerable and difficult situations. This calls for the necessity of developing children-led support, by acknowledging, and taking the children's experiences, and resources, as starting points to tailor adequate support for children of critically ill parents.

The Pausing Strategies in Chinese Preschool Children's Narratives.

Language production, a dynamic process involving real-time language processing, is crucial for children's language and communication development. To explore the early development of children's real-time language production, this study investigated Chinese preschool children's pausing strategies in narratives and their associations with verbal working memory and vocabulary abilities. A picture-elicited narrative task was employed. Sixty Mandarin-speaking children aged 4-5 years were asked to tell a story according to the book Frog, Where Are You? The pausing types and positions in narratives were coded and analyzed. Additionally, children's verbal working memory and vocabulary were measured. The results showed that 4- to 5-year-old children prefer to use silent pauses and tend to produce pauses within clauses. The total frequency of pausing decreases with age and shows a significant gender difference. Girls prefer to use within-clause pauses, whereas boys prefer to use between-clause pauses. More importantly, children's pausing frequency is closely associated with their verbal working memory and vocabulary, in which working memory plays a more important role. This study is a first-step exploration of pausing strategies in 4- to 5-year-old Chinese children's narratives. The developmental characteristics of pausing strategies shown in typically developing children serve as a crucial reference for interventions for children with language deficits.

Balance Recovery Strategy in Children With and Without Hearing or Visual Impairments.

The purpose of this study was to examine the balance recovery strategy in children with hearing (HI) and visual impairments (VI) compared with those without these disorders. This study featured a cross-sectional design with subjects (N = 45) placed within one of three equally stratified purposive groups (HI, VI, and comparison) within the age range of 9-13years (mean = 11.43, SD = 1.5). Balance recovery strategy was measured in static and after-perturbation conditions by a four-camera Vicon system used to record three-dimensional lower body kinematic data. A repeated-measures analysis of variance (3 × 2, Group × Condition) was utilized to analyze data. Significance was set at p ≤ .05. In the static condition, the results of the study showed that there was no significant difference between the groups in the ankle joint sway (p > .05). In hip joint sway, VI children had greater sway compared with comparison (p = .001) and HI children (p = .02). Also, HI children had greater sways than comparison (p = .02). In the after-perturbation condition, the results showed that VI children had greater sway in the hip and ankle joints than HI children (p = .001) and comparison (p = .001) to restore and maintain balance. It seems that comparison as well as higher proportion VI children use a hip strategy to maintain and restore balance. Also, it seems that HI children use a different strategy (ankle strategy) to maintain and restore balance compared with comparison and VI children.

The Amount of Knowledge Awareness on the Caries Risk Assessment Tools and It’s Management Strategies in Children among Dental Students

Introduction: Early detection of risk factors and implementation of oral health preventative activities can help to slow or stop the spread of caries. As a result, dentists must be well-versed in a variety of approaches and early preventative methods.
 Aim of the Study: The aim of the study is to create knowledge and awareness on the caries risk assessment tools and it’s management strategies in children among dental students.
 Methodology: A questionnaire survey was carried out online containing 10 questions and was sent to 100 students on the caries risk assessment tools and it’s management strategies in children among dental students. An online survey was conducted using survey planet software and the data was collected and completely analysed for statistical difference.
 Results: According to our findings, the majority of undergraduates believe that a child should see a dentist between the ages of 12 and 22, and that specific information gained from a systematic assessment of caries risk guides the dentist in the decision-making process for treatment and preventive protocols for children (66 percent of undergraduates and 18 percent of postgraduates).
 Conclusion: Dental practitioners have a critical role in preventing and minimising the severity of ECC in young children, and they can use preventive treatment regimens to assess their paediatric patients' caries risk.

Children's strategies in drop-landing.

Landing is a critical motor skill included in many activities performed in the natural environment by young children. Yet, landing is critically relevance to ensure proper stability and reduce injury. Furthermore, landing is an integral part of many fundamental motor skills which have been linked to greater physical activity, sport participation, and perceived competence in children. Our aim was to examine the drop-landing strategies of young children focusing on the lower extremity with a multi-variant approach. Forty-four children divided into four age groups (G1:3-4.5 y, G2:4.5-6 y, G3:6-7.5 y, G4:7.5-9 y) performed 20 drop-land trials in four different conditions: predictable stationary landing, running to the left, to the right, and stay in place. Fifteen reflective markers, two force plates, and ten surface electromyography (sEMG) sensors were used to collect data. MANOVAs (Group x Condition) were conducted separately for the kinematic, kinetic, and sEMG variables. Only significant group effects were found (kinematic MANOVA p = 0.039, kinetic MANOVA p = 0.007, and sEMG MANOVA p = 0.012), suggesting that younger groups (G1, G2) differed to the older groups (G3, G4). G1 showed less knee flexion and slower ankle dorsi-flexion during the braking phase compared to G3, while G2 presented smaller ankle dorsi-flexion at the braking phase and smaller ankle range of motion than G3. Overall kinetic variables analysis showed a group difference but no group differences for any single kinetic variable alone was found. Regarding sEMG, G1 during the flight phase exhibited longer tibialis anterior and hamstrings activity than G3 and G3 & G4, respectively; and an earlier start of the hamstrings' impact burst than G4. In addition, distal to proximal control was primarily used by all groups to coordinate muscle activity (in response to impact) and joint motion (after impact). Perhaps a developmental critical point in landing performance exists at 4-5 years of age since G1 presented the largest differences among the groups. This suggests that to improve landing strategies could start around this age. Future studies should examine if playground environments that include equipment conducive to landing and practitioners in the kindergarten schools are adequate vehicles to empower this type of intervention.

Children's active physical learning is as effective and goal-targeted as adults'.

We explore how children and adults actively experiment within the physical world to achieve different epistemic goals. In our experiment, one hundred one 4- to 10-year-old children and 24 adults either passively observed or used a touchscreen interface to actively interact with objects in a dynamic physical microworld with the goal of inferring one of two latent physical properties: relative object masses or local forces of attraction and repulsion. We find an age improvement in judgments as well as an advantage for active over passive learning. With the help of Bayesian statistics and a computational modeling framework for the quantitative analysis of participants' actions, we show that children's and adults' actions are equally successful in targeting their goal-relevant uncertainty, but that adults and older children are better able to use this information to respond correctly. We further unpack children's and adults' experimental strategies qualitatively, finding adults more likely to use a "deconfounding" strategy to isolate properties of interest, potentially creating evidence less susceptible to cognitive and perceptual errors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

ALL-REZ BFM 2002 Is Associated with Improved Outcome as Compared to ALL-R3 Strategy in Children with Standard Risk Isolated CNS Relapse of Acute Lymphoblastic Leukemia, while Maintaining Comparable Efficacy in Patients with Bone Marrow Relapse. Results of the Multi-National, Multi-Center Trial IntReALL SR 2010

Background: Around 15% of children with acute lymphoblastic leukemia (ALL) experience disease relapse. The prognosis of these patients largely depends on the site of recurrence, time to relapse and leukemia immunophenotype. The ALL-REZ BFM 2002 and the ALL R3 trials have proved to be effective in previous trials. The IntReALL SR 2010 trial, conducted under the umbrella of the I-BFM SG, aimed at investigating feasibility, toxicity and efficacy of both treatment strategies in a large multi-national, multi-center prospective randomized trial. Methods: Patients with a first standard-risk (SR) ALL relapse aged 1 - 17 years were recruited to the trial from 23/Oct/2014 to 31/Jul/2020 in 17 countries (210 centers). SR relapse criteria were: late (≥ 6 months after end of initial therapy) isolated bone marrow (BM) relapse, late or early (< 6 months after end of initial therapy and ≥ 18 months after initial diagnosis) combined BCP-ALL BM relapse, any late/early isolated extramedullary (IEM) relapse. They were randomized at a 1:1 rate to receive either arm A (ALL-REZ BFM 2002) or B (ALL R3). During consolidation, patients were randomized to receive the CD22-directed monoclonal antibody epratuzumab in addition to backbone chemotherapy. Results of this 2nd randomization will be communicated separately. Patients with late BM relapse were allocated to consolidation and maintenance chemotherapy or to allogeneic hematopoietic stem-cell transplantation (HSCT), depending on their minimal residual disease (MRD, cut-off arm A 10e-3 and arm B 10e-4) assessed after induction therapy. Patients with early either combined BM or IEM relapse were allocated to receive allogeneic HSCT. Results: Overall, 620 patients were randomized to receive arm A (n=304) or Arm B (n=316). Patient's characteristics were equally distributed among both groups (table 1). Induction death, 2nd remission rate, death in remission (5-years cumulative incidence (CI) 4.1 vs 7.4%, p=0.10), and subsequent relapse rates by arm A and B (CI 23.8 vs 22.8, p=0.80) did not differ between both groups. The MRD response rate with < 10e-4 post induction was significantly higher in Arm B (p=0.015), but not significantly different based on the arm specific cut-off, leading to comparable rates of allogeneic HSCT. The probability of 5-years event-free survival (pEFS) with arm A versus arm B was 70.2±3.1 SE versus 68.5±3.1 (p=0.61, figure 1) and that of overall survival (pOS) was 86.7±2.3 versus 87.1±2.0 (p=0.8). Subgroup analyses revealed a significantly higher pEFS in patients with isolated CNS relapse when treated with arm A (81.6±6.3, n=40) compared to arm B (43.3±8.3, n=45, p=0.001), whereas in patients with BM involvement or those with non-CNS IEM relapse, no significant difference was found (p=0.41). However, patients with isolated BM relapse experienced a higher CI of subsequent relapse with arm A (12.5±2.1, n=146) as compared to arm B (6.5±1.6, n=153, p=0.008). Patients with late BM relapse and MRD poor response after induction had comparable pDFS (arm A 65.8±6.4, n=74; arm B 68.8±6.2, n=75; p=0.71), which also did not differ from that of patients with MRD good response (arm A 67.7±5.6, n=100; arm B 68.9±5.6, n=113; p=0.77). Patients with late IEM relapse achieved a pEFS of 86.7±4.6 whereas those with early relapse and HSCT indication achieved a pEFS 61.8±5.4 (p=0.0004). Rates of reported severe adverse events (SAEs) per treatment phase did not differ between arms except nervous system disorders occurring more frequently in arm A (p=0.03, table 1). Conclusion: Both arm A and B were effective in this large multi-national trial. EFS and OS probabilities compare favorably to results recently published by other cooperative groups. In particular, the outcome of patients with early IEM relapse or with late BM relapse and MRD poor response is encouraging confirming the benefit of allo HSCT in these subgroups. Due to superior outcome of isolated CNS relapse with arm A, patients without BM involvement will receive that arm as backbone in future trials. Since arm B showed a better MRD response rate after induction and a lower relapse rate in patients with BM relapse, it will be implemented as backbone for future trials in patients with BM involvement. Toxicity (TRM and SAE rates) is substantial in both arms demonstrating the urgent medical need of replacing toxic chemotherapy elements with equally effective, but less toxic targeted immunotherapy strategies in future trials. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

Fever and Neutropenia Management and Infectious Prevention Strategies in Children with Severe or Very Severe Aplastic Anemia: A North American Pediatric Aplastic Anemia Consortium (NAPAAC) Study

Introduction: Evidence-based clinical practice guidelines (CPGs) exist for supportive care interventions including fever and neutropenia (FN), infection prevention for children with cancer, however FN management in benign hematological conditions specifically for conditions with bone marrow failure (BMF) is not standardized. Pediatric Severe Aplastic Anemia (sAA) is an acquired BMF which develops severe and prolonged neutropenia. Data regarding FN management and infection prevention strategies in this population are lacking to inform best practices. Objective: Evaluate current practices across 53 centers participating in the North American Pediatric Aplastic Anemia Consortium (NAPAAC) regarding FN management and infection prevention strategies in pediatric patients with sAA or very severe aplastic anemia (vsAA). Method: A RedCap survey was created and electronically distributed to the 53 NAPAAC institutions. The instrument consisted of the following domains: 1. Participant demographics; 2. Institutional practices for usage of vascular catheters; FN management; Infectious Disease (ID) screening and prevention strategies, including isolation precautions, hand-hygiene and vaccination practices, and education around mitigating infection risk in pediatric patients with sAA/ vsAA. Pediatric patients were defined as individuals 0 to 18 years of age who had not received a HCT and met standard diagnostic criteria for sAA/ vsAA. Each institution was asked to submit one collective survey from June 1, 2022 through July 16, 2022. Descriptive analyses were performed. Results: In total 43 (81%) NAPAAC sites completed the survey. The participant demographics were as follows: 68% (N=29) hematologists, 30% (N=13) HCT specialists, 2% (N=1) practiced as both. Most centers diagnosed 0 to 5 new sAA/vsAA cases/ year (N=28, 65%), 3 (7%) centers diagnosed ≥11/yr. With regards to central venous catheter (CVC) utilization, 32 (74%) of centers report ≥50% of their sAA patients have a CVC placed with a majority being placed at time of anti-thymocyte globulin initiation. The preferred CVC is a peripheral intravenous central catheter (PICC, N=24, 56%) followed by an implantable CVCs (N=17, 40%). Thirteen (30%) centers had a FN CPG specific to sAA/vsAA. An additional 28 (65%) centers report using a FN CPG adapted from the management of children with malignancy. In hemodynamically stable sAA with FN, the majority of respondents prescribe empiric monotherapy with cefepime (N=36, 84%). In hemodynamically unstable FN, either vancomycin plus an anti-pseudomonal Beta-lactam (APBL) (N=30, 71%) or triple combination with vancomycin, APBL, and aminoglycoside (N=6, 14%) are prescribed. Empiric antifungals are not routinely prescribed in stable FN sAA (N=28, 70%) though 19 (48%) centers would start empiric antifungals in hemodynamically unstable sAA patients, including echinocandins (N=8, 42%), mold-active azoles (N=6, 32%), or amphotericin (N=3, 16%). Furthermore, 42% of participants reported that adequate criteria for discontinuation of FN antibiotics and discharge in clinically stable patients with sterile cultures was afebrile status for > 24 hours for both sAA and vsAA patients, regardless of ANC. Prior to the COVID-19 pandemic, centers were divided on recommendations for patients to wear a surgical mask (N=24, 43%) to outpatient clinic visits or not (N=19, 44%). 95% of institutions routinely discussed safe living and ID prevention (Table 1), though only 16 (37%) provided written education. 86% of respondents report reviewing vaccinations in all sAA /vsAA at diagnosis. Only 12 (34%) provided non-influenza, inactivated vaccines to incompletely immunized patients. Lastly, 37 (97%) of respondents provided inactivated influenza vaccine to sAA/vsAA in their clinics and 39 (93%) recommend and 27 (73%) provided COVID-19 mRNA vaccination in their clinics. 7 centers (16%) performed SARSCoV2 antibody testing to inform need for initial or booster COVID-19 vaccination. Conclusion: Most NAPAAC centers applied malignancy driven CPGs to manage FN in sAA/vsAA patients. Other infection control/prevention strategies were quite variable, including use of masks, education around topics related to infectious risk mitigation, and vaccination practices. Variation in supportive care practices in this population highlights an urgent need for quality improvement initiatives to develop evidence-based CPGs. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

EXAMINATION OF EMOTION REGULATION STRATEGIES OF PRESCHOOL CHILDREN WITH DIFFERENT EMOTION REGULATION SKILLS

The aim of this research is to examine the emotion regulation strategies of children in the 5-6 age group who have different emotion regulation skills. Quantitative data of the research planned in the mixed model were collected from 73 children. The study group in which qualitative data were collected consisted of 16 children with low and high emotion regulation skills selected according to the outlier sampling method. In order to determine the emotion regulation skills of children, the Emotion Regulation Scale was used. Emotion regulation stories were told using puppets to reveal what children's emotion regulation strategies were. Descriptive statistics were made on the data obtained from the Emotion Regulation Scale. In this way, children who scored above and below the average were identified. The data obtained from the opinions of the children were analyzed descriptively within the scope of the status selection, situation change, distraction, cognitive assessment, reaction adjustment and social support categories in the Emotion Regulation Process Model. While it was seen that all children with high and low emotion regulation skills used distraction from emotion regulation strategies, the cognitive assessment strategy was only used by children with high emotion regulation skills.

Learning with certainty in childhood.

Learners use certainty to guide learning. They maintain existing beliefs when certain, but seek further information when they feel uninformed. Here, we review developmental evidence that this metacognitive strategy does not require reportable processing. Uncertainty prompts nonverbal human infants and nonhuman animals to engage in strategies like seeking help, searching for additional information, or opting out. Certainty directs children's attention and active learning strategies and provides a common metric for comparing and integrating conflicting beliefs across people. We conclude that certainty is a continuous, domain-general signal of belief quality even early in life.

Finding the (most efficient) way out of a maze is easier than asking (good) questions.

We investigate whether a spatial representation of a search task supports 4- to 7-year-old children's information-search strategies, relative to their performance in a question-asking game. Children played two computationally and structurally analogous search games: a spatial search task, the maze-exploration game, in which they had to discover the path through a maze by removing masks covering its passages; and a verbal search task, the 20-questions game, where they had to identify a target monster from a set of eight monsters by asking yes-no questions. Across four experiments, we found that children searched more efficiently when they could make queries nonverbally (Experiments 1 and 2a). We also found that merely providing children with a visual conceptual aid that supports their representation of the hypothesis space (Experiment 2b), or familiarizing them with the hypothesis-space structure (Experiment 3) was not sufficient to improve their search strategies. Together, our results suggest that young children's difficulties in the 20-questions game are mainly driven by the verbal requirements of the task. However, they also demonstrate that efficient search strategies emerge much earlier than previously assumed in tasks that do not rely on verbal question generation. These findings highlight the importance of developing age-appropriate paradigms that capture children's early competence, in order to gain a more comprehensive picture of their emerging information-search abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science?

ABSTRACT Past studies have shown that students' conceptions of learning science (CLS) are related to their approaches to learning science (ALS) and to their self-efficacy for learning science (SELS), but it has not yet been studied whether parents' CLS play a role in children's ALS and SELS. This research investigated 472 pairs of Chinese high school students and their parents to identify the new predictive relationships among parents' CLS and students' ALS and SELS. In this study parents' CLS was divided into reproductive and constructivist conceptions. Students' ALS consisted of four factors, whereas SELS only extracted one factor. We found that (1) parents' constructivist CLS was positively associated with students' deep approaches; (2) parental reproductive CLS could positively predict students' surface strategies, while it was likely that the more constructive conceptions that parents held, the less their children would adopt surface strategies; (3) parental constructivist and reproductive CLS were both significant positive predictors of students' surface motive; and (4) parental CLS could make an indirect prediction through students' ALS. The findings indicate that parents should be cautious about the CLS they are portraying in their words and deeds to help foster their children's deep learning motive and strategies.

Stable physical activity tracking during children's guided active play.

ObjectivePhysical activity (PA) decreases during childhood with PA tracking statistics showing moderate coefficients in early childhood moving to poor coefficients in late childhood. The age-related instability of PA tracking is attributed to variations in age-related PA behaviors when quantifying PA in different settings (in/out of school, sports camps, and habitual PA). This study has examined the stability of age-related PA for children (from 7 to 11 years) during self-paced guided active play (GAP) sessions separated by 12 months.MethodsChildren (n = 65) recruited from community camps in two consecutive years were assessed for growth and PA participation during GAP sessions (1 h.d−1 on 2 d.wk−1) using cooperative games. Accelerometer outputs were used to quantify PA and estimate energy expenditure (EE) and moderate-to-vigorous PA (MVPA). Tracking statistics were assessed by Spearman coefficients (r) and agreement scores for percentile rankings (Kappa (k)) after a 1-year interval.ResultsGrouped data for PA tracking (EE) over the 1-year interval showed strong coefficients (r = 0.88, p = 0.001) and moderate agreement scores (k = 0.54). Boys and girls showed similar results. During the 1-year interval, the MVPA tracking coefficient was r = 0.54 (p = 0.01) with a moderate k score of 0.47. Age-related PA (EE) tracking coefficients at 7 (r = 0.90), 8 (r = 0.88), 10 (r = 0.82), and 11 (r = 0.83) years showed strong coefficients except at 9 years (r = 0.51).ConclusionChildren's age-related PA tracking (EE and MVPA) is stable during self-paced GAP assessed over a 1-year interval. Since PA tracking is stable in self-paced GAP, GAP should be included in children's PA intervention strategies to improve health and fitness.