Children Students Research Articles

Penguatan Karakter Anak Muslim Moderat dalam Mencegah Perilaku Bullying di Sekolah

This article is the result of a study that depicts the efforts of schools in strengthening the character of moderate Muslim children to prevent bullying behavior in schools. These efforts are relevant to government policies in encouraging the implementation of the Child Friendly School (SRA) program. The research process that produced this article was carried out qualitatively using interactive model data analysis techniques as developed by Miles and Huberman. Based on the results of the study, it can be concluded that bullying is carried out by stronger students against students who are weaker psychologically and physically when there is no teacher at school. The psychological impact of bullying is that students who are bullied feel stressed, inferior, hurt, sad, and frustrated, so they are reluctant and sometimes even afraid to go to school. The solution so that students do not do bullying is to intensively instill the character of Moderate Muslim Children in students, because among its characteristics are upholding noble character, tolerance, and not being discriminatory. The planting method is the pilot method, problem solving, and synchronic-analytic

Do peer and child temperament jointly predict student–teacher conflict and closeness?

In this short-term longitudinal study, we tested if peers' temperament in the fall of second grade predicted target children's (N = 241) student–teacher conflict and closeness in the spring of second grade and whether target children's self-regulation moderated these associations. Based on regression analyses, peers' negative emotionality was negatively related to target children's student–teacher closeness; peers' self-regulation was positively associated with target children's student–teacher closeness. Based on tests of interactions, the inverse relation between peers' self-regulation and target children's student–teacher conflict was significant when target children had low and average, but not high, self-regulation. Similarly, peers' positive emotionality was negatively related to student–teacher conflict for children with low self-regulation. Children's self-regulation did not moderate associations between peers' temperament and student–teacher closeness. Findings highlight the potential role of children's self-regulation in some associations between peers' temperament and student–teacher conflict.

Evaluation Of Brushing Techniques Taught By Dental Students In Children With Permanent Dentition

Evaluation Of Brushing Techniques Taught By Dental Students In Children With Permanent Dentition

Dificuldades de aprendizagem na alfabetização: um relato de experiência

O presente artigo é um relato de experiência sobre a vida escolar e social de um aluno da classe de alfabetização da rede municipal de ensino de Barra Mansa, município brasileiro situado no sul do estado do Rio de Janeiro. A partir da pergunta diretriz - De que forma podemos contribuir com estratégias e conhecimentos relevantes para que o desenvolvimento cognitivo e de interação deste aluno com necessidades educacionais especiais possa ser eficaz na sua turma? – objetivamos tecer reflexões e desenvolver atividades que possam contribuir no seu processo de ensino e aprendizagem. Para isso, pautamo-nos numa metodologia de cunho bibliográfica qualitativa, fundamentando-se em autores da área da educação e ensino; e adotamos a observação participante como metodologia de intervenção prática da pesquisa. Destacamos, dentre outros fatores, que o professor contribui com sensibilidade e conhecimentos pedagógicos acerca do desenvolvimento infantil do aluno, o que auxilia em diagnósticos precoces de dificuldades de aprendizagem que impactam diretamente o processo de desenvolvimento cognitivo e social do aluno. Ressaltamos a importância do trabalho colaborativo nesse sentido, ao apontar a necessidade de outros profissionais como, por exemplo, psicólogos, psicopedagogos e fonoaudiólogos. Por fim, ressaltamos que o diagnóstico precoce na educação infantil e o trabalho colaborativo podem diminuir consequências futuras para que o aluno alcance o nível alfabético e se torne um cidadão crítico, reflexivo e atuante na sociedade em que vive.

Stepping out of your comfort zone.

Sophie Emery, Student Children's Nurse at the University of Hertfordshire, reflects on her elective placement in Zambia.

Socialization of the High School Students in Children's Discipular Organizations

At the present stage of its development Kazakh society is going under deep social changes. Personality of students is influenced by negative realities that have wider extension outside of the education system. The science considers socialization as a process of forming personality features that are specified by status and required by society. Also socialization appears as mastering by the person of certain system of knowledge, values and standards that are appropriate in his society or social group. They allow him to function in that society as a fully equal member.

Filial Piety and Perceived Helicopter Parenting among College Student Children of One-Child Families in China

Filial Piety and Perceived Helicopter Parenting among College Student Children of One-Child Families in China

Interprofessional and Interdisciplinary Approach from Undergraduate Health and Pre-Medical Students in Children's Health Educational Initiative.

The importance of interprofessional training in healthcare to improve quality of care and health outcomes has been increasingly recognized. This pilot study used an interprofessional and interdisciplinary team of undergraduate health and pre-health students to establish a unique community partnership with a local elementary school in developing and implementing a nutrition/exercise educational intervention. Our results suggest that children as young as 8 years old are capable of learning new information related to the benefits of particular food groups, are capable of retaining this knowledge for 6 months, and that an intervention program as short as one hour every few months stand to make significant impact on children’s knowledge about proper nutrition and healthy lifestyles. Our results suggest the potential benefits of further expanding the short-term intervention into a longer-term community-based curriculum targeting a younger age group previously or currently practiced.. Furthermore, this pilot study suggests that undergraduate health and pre-health students can form an interprofessional and collaborative team to take an active role in the dissemination of nutrition knowledge in the community.

保育専攻学生の子ども観構築におよぼすレクリエーション事業参画の効果 特に、 運動遊びを中心としたレクリエーション事業の効果

保育専攻学生の子ども観構築におよぼすレクリエーション事業参画の効果 特に、 運動遊びを中心としたレクリエーション事業の効果

Who am I now? The experience of being a post-registration children’s student nurse in the first clinical placement

Role transition from staff nurse to post-registration student is not a well researched area of nursing. Two previous Irish studies have been reported of the experiences of post-registration midwifery students [McCrea, H., Thompson, K., Carswell, L., Whittington, D., 1994. Student midwives' learning experience on the wards. Journal of Clinical Nursing 3, 97-102; Begley, C., 1997. Midwives in the making: a longitudinal study of the experiences of student midwives during their two-year training in Ireland. Unpublished PhD Thesis, School of Nursing and Midwifery, Trinity College, Dublin.] but there is limited research into post-registration children's student nurses experiences. A broadly phenomenological approach was employed to interpret what it means to be a post-registration children's student nurse during the first clinical placement. Data was collected from a purposive sample of six students, using unstructured tape recorded interviews. Thematic content analysis was utilised to produce an interpretation of nurses' experience within the first clinical placement. The findings reflect the participants' role confusion when changing from being a staff nurse in one discipline of nursing to being a post-registration student in another. They find previous experience is not recognised and that students originating from different disciplines in nursing have different experiences within the first placement. Coping mechanisms are discussed along with preparation for and supports available in the clinical area.

UCLA Community College Review: Campus Environment: A Missing Link in Studies of Community College Attrition

These are challenging times for community colleges. Enrollment is up, funding is unreliable, and colleges are increasingly held responsible for learning outcomes of an ever more diverse student population. Community colleges serve 53% of all first-time students enrolled in public higher education, including disproportionate numbers of working, first-generation, adult, and other traditionally underrepresented students (Snyder, Tan, & Hoffman, 2004). Nine of ten first-time community students intend to earn a certificate or associate's degree or to transfer and earn a bachelor's degree. However, only 36% achieve a formal credential within 6 years, although an additional 8% are still enrolled at that time. Of remaining, 11% never intended to earn a certificate or degree, and 45 % leave without achieving their original educational objectives (Hoachlander, Sikora, & Horn, 2003).High levels of first-year attrition are a longstanding problem. About half of all first-year community students leave higher education before beginning of their second year-a rate that has held steady for over 40 years. Although many scholars have examined forces that contribute to student attrition throughout experience, Tinto (1988) noted that the forces that shape departure during first year of college, especially during first six weeks of first semester, are qualitatively different than those that mold departure in latter years of college (p. 439).Community attrition-especially early attrition-deserves serious attention, since access to higher education and resulting private and public benefits are undermined when students do not achieve their educational objectives (Bowen & others, 1977; Cohen & Brawer, 2003). Attrition interferes with individual, institutional, and social well-being, depleting future pool of skilled workers and educated citizens needed to participate in an increasingly sophisticated economy and complex civic life (Merisotis, 2005). Children of students who drop out are less likely to complete high school or than are children of graduates, which suggests that harmful effects of attrition are intergenerational (Astone & McLanahan, 1991; Kojuku & Nunez, 1998). Moreover, institutional planning, budgeting, and economic stability become less manageable in colleges with excessive attrition (Ansalone, 2002).Economic, societal, psychological, organizational, and interactionalist perspectives have shaped most studies of student persistence (Braxton, 2000). Tinto's (1975, 1988, 1993) interactionalist model of student departure is probably best known, modeling attrition as a lack of fit between student characteristics and requirements of college. In this person-environment fit model, student characteristics such as poor academic preparation, part-time enrollment, full-time employment, and delay in beginning after high school graduation predict lower levels of academic and social involvement or integration and, therefore, higher levels of attrition (Pascarella & Terenzini, 1998; Tinto, 1975, 1988, 1993).Four-year models of attrition have been applied to community colleges with mixed results. The majority of these studies account for 8% to 25 % of total variance in attrition, suggesting that we do not yet understand why most students depart before completing their educational objectives. In addition, low predictive power of models suggests one or more of following problems: guiding conceptual framework may be distorting or limiting analysis, model may lack variables that are powerful predictors of attrition (such as those having to do with community environment), or variables may be improperly operationalized (Brower, 1992; Gates & Creamer, 1984). Although it has often been treated as a trivial component in attrition models, influence of community environment might be key to understanding student attrition. …

Death education: what should student children's nurses be taught?

Children's nursing has developed rapidly over the last 50 years and continues to be a dynamic process. In many respects children's nursing educators, together with their practice colleagues, have been central to these developments. There is concordance that all children have the right to the highest standards of care and this especially applies to the small numbers who die; however, the management of dying children continues to challenge all involved. The reasons for this may relate in part to deficiencies in death education for student children's nurses. This paper reports on a qualitative study that explored delivery of death education by a small number of UK children's nursing lecturers. The results and recommendations presented here may help to inform death education, and ultimately help to facilitate high-quality care for dying and bereaved children and their families.

A Not-So-Humble Remonstrance

A Not-So-Humble Remonstrance Stephen Roxburgh I suppose we should be thankful that the time has come when our efforts as students of Children's Literature achieve national coverage in the news media, but I have to regard that coverage as a mixed blessing, a kind of Catch-22, when it undercuts much of what I am committed to. On July 2, 1978 the New York Times Magazine ran a feature article entitled "I NEVER WROTE FOR CHILDREN" by P.L. Travers, in which "the author of 'Mary Poppins' reveals that she was writing for herself, not an audience, and suggests that the 'child literature' field is a creation of publishers and booksellers." Having dealt with the news media on occasion, I'll assume Ms. Travers' embarrassment with the almost hysterical note of protest in the title of her article, especially since her major assertions are balanced and intelligent. Moreover, I absolve her completely of responsibility for the inane summary. Apparent in her comments, however, is skepticism in regards to the "child literature field"—I think that's the same as Children's Literature—and a certain superior disregard for the nameless "American journalist who is writing a book on children's books" that inspired her comments (or, at least, gave her an opening paragraph, since the ideas she expresses here have appeared before in her articles in more esoteric sources). A friend and colleague characterized her response as typical of many "successful authors expressing their disdain for honest academic drudges like us, who introduce them and point out their excellences to our students." I recently encountered this attitude in the comments of the major speakers at our annual conference last March in Cambridge, and the time has come, I think, to respond to it. Explicitly in Susan Cooper's keynote speech attacking what she saw as critical abuses, tangentially in Maurice Sendak's amiable disregard for public criticism of his own work, implicitly in Ruth Nichols' defensiveness when subjected to questioning after her talk on fantasy, and blatantly in Ethel Heins' satiric summary of critical excesses, the assembled audience of teachers and students of Children's Literature were warned about, reprimanded for and, even, condemned because of real and imagined violations. I came away from Cambridge feeling that I and my colleagues were being characterized as Mrs. Trimmer's direct descendants, which is a legitimate geneology, but a damning legacy. Excesses of criticism deserve correcting—I see them and, I'm sure, commit them—but when accused of Gradgrindism when condemnation borders on damnation, I feel obliged to speak out in attempt to reestablish something like balance to the debate. Since this issue of the Newsletter is devoted to recent critical studies of Children's Literature, it seems an appropriate place, if not to defend such studies, at least to suggest an alternative perspective to that which seems so current and predominant in the public statements of the artists whose art we take as our subject, a perspective that denies the dismissal of our field as merely a creation of publishers and booksellers and the charge that our activities constitute some insidious and parasitical attack on children and art. Two fallacies are pervasive in comments on Children's Literature. One is specific to the field and has to do with the relationship between children and Children Literature. The other has nothing to do with the special field of Children's Literature , per se, involving, rather, the relationship between the critic and the artist, between criticism and art. The first can be dealt with summarily and dispassionately, although it inevitably brings out what I call the "parent" in people, and so receives far more attention and emotion than it deserves. The second is much more complex, and has occupied the minds of the world's greatest thinkers throughout history, [End Page 11] but unfortunately their thoughts are seldom referred to in the debate over Children's Literature. Here I can only point in the direction of the solution, or—more accurately—the real issues, but even that is preferable to the armwaving that characterizes the debate to date. Simply stated, children are the excuse for Children's Literature. They...

Handbook of Diseases of Infants and Children for Students and Practitioners

Handbook of Diseases of Infants and Children for Students and Practitioners

Handbook of Diseases of Infants and Children for Students and Practitioners.

Handbook of Diseases of Infants and Children for Students and Practitioners.