Education Of Children Research Articles

The level of nutritional and health awareness among female athletes in Jordan

The study aimed to identify women's awareness levels in Jordan about food nutrition and health due to the importance of her being the head of the family and directly responsible for feeding the entire family. Starting with the child and the rest of the family members, where the descriptive approach was used, which was done through the use of a questionnaire that consisted of seven domains as a tool for the study, which was applied to a sample of (1,000) married women from the governorates of Ajloun, Irbid, Jerash, Mafraq, and the capital, Amman, who was selected in a simple random way. Where the study concluded, that the general level of nutritional and health awareness for women was average. In addition, their level of awareness was low in the following areas: (carbohydrates, fruits, and vegetables, children's nutrition, while moderate in adult nutrition, milk, and its products, proteins, and pregnant women's nutrition. The study also found that there is a positive and significant correlation between the level of women's awareness and their subjective factors represented by (their level of education, economic status, children's education, cultural contact, and husband's education), while the correlation was negative and significant with (age and number of children).

Association of antenatal or neonatal SARS-COV-2 exposure with developmental and respiratory outcomes, and healthcare usage in early childhood: a national prospective cohort study

Perinatal exposure to SARS-CoV-2 may affect neurodevelopment before 12 months of age, but longer-term outcomes remain unknown. We examined whether antenatal or neonatal SARS-CoV-2 exposure compared with non-exposure is associated with neurodevelopment, respiratory symptoms, and health care usage in early childhood. This prospective national population-based cohort study was conducted in England and Wales, United Kingdom. We enrolled term-born children (≥37 weeks' gestation) with and without antenatal or neonatal exposure to SARS-CoV-2 infection by approaching parents of eligible children who were cared for in 87 NHS hospitals. Potential participants were identified through the national active surveillance studies of pregnant women and newborn infants hospitalised with confirmed SARS-CoV-2 infection conducted through the UK Obstetric Surveillance System and the British Paediatric Surveillance Unit. We defined antenatal and neonatal SARS-CoV-2 exposure as infants born to mothers hospitalised with confirmed SARS-CoV-2 infection between 14+0 and 36+6 weeks gestation and infants admitted to hospital with confirmed SARS-CoV-2 infection within the first 28 days after birth. Children born preterm or with major congenital anomaly or who were not residing in the UK were excluded. We assessed children's development (Ages and Stages Questionnaire 3rd Edition (ASQ-3); Ages and Stages Questionnaire Social-Emotional 2nd Edition (ASQ:SE-2)), respiratory symptoms (Liverpool Respiratory Symptom Questionnaire (LRSQ)) and health care usage (parent-completed questionnaire) at 21-32 months of age. Primary outcome: total ASQ-3 score, converted to z-scores. Secondary outcomes: ASQ:SE-2 z-scores; risk of delay in ASQ-3 domains; total LRSQ scores, converted to z-scores. Analyses were adjusted for children's age, sex, maternal ethnicity, parental education, and index of multiple deprivation. Between October 20, 2021 and January 27, 2023, we approached 668 and 1877 families out of 712 and 1917 potentially eligible participants in the exposed and comparison cohort. Of the 125 and 306 participants who were enrolled to the exposed and comparison cohort 121 and 301 participants completed the questionnaires and 96 and 243 participants were included in the analysis. In the age adjusted analysis, the mean total ASQ-3 z-score was lower in the exposed than the comparison cohort (-0.3, 95% CI:-0.6 to-0.05), however, when adjusted for sex, parental education, ethnicity and IMD quintile, there was no significant difference (difference in mean z-score=-0.2 95% CI:-0.5 to 0.03). SARS-CoV-2 exposure was associated with increased risk of delayed personal-social skills (odds ratio=3.81; 95% CI: 1.07-13.66), higher ASQ:SE-2 total z-scores (difference in mean z-score=0.4; 95% CI: 0.2-0.6) and increased risk of delayed social-emotional development (OR=3.58, 95% CI: 1.30-9.83), after adjusting for sex, age at assessment, parental education, ethnicity and IMD quintile. The exposed cohort had a higher mean total LRSQ z-score than the comparison cohort (0.3 95% CI: 0-0.6) and higher inpatient (38% vs. 21%, p=0.0001), outpatient (38% vs. 30%, p=0.0090), and General Practitioner appointments (60% vs. 50%, p=0.021) than the comparison cohort, after adjusting for sex, age at assessment, parental education, ethnicity and IMD quintile. No differences in other secondary outcomes between the exposed and comparison cohorts were found. Although the exposed cohort did not differ from the comparison cohort on the primary outcome, total ASQ-3 score, the exposed cohort were at greater risk of delayed social-emotional development, had a greater prevalence of respiratory symptoms and increased health care usage relative to the comparison cohort. The study is limited by the smaller sample size due to the low response rate and lack of clinical developmental assessments. Given the association of poor social-emotional development with antenatal or neonatal SARS-CoV-2 exposure, developmental screening, and follow-up of children with confirmed antenatal or neonatal SARS-CoV-2 infection may be warranted to identify those in need of early intervention. Action Medical Research for Children.

인지행동치료 기반 인성교육 프로그램 개발 및 효과

Objectives This study aimed to develop and implement a character education program based on cognitive behav-ioral therapy(CBT) for university students and to verify its effectiveness. Methods This program, grounded in CBT, included psychoeducation, self-monitoring, cognitive restructuring, problem-solving training, and communication skills training. The study subjects were 35 university students ma-joring in child development and education, enrolled in the ‘Childcare Teacher Character Theory’ course offered during the second semester of 2022 at M University. The program was conducted over a total of 29 sessions, each lasting 75 minutes, held twice weekly. The effectiveness of the program was validated through pre- and post-as-sessments, using questionnaires to measure self-esteem, self-efficacy, depression, problem-solving ability, and psychological well-being. Additionally, content analysis was utilized to examine alterations in communication skills, along with specific cognitive, emotional, and behavioral changes among the study subjects. Results The primary findings of this study are as follows. Firstly, significant differences were observed in self-es-teem, self-efficacy, problem-solving ability, and psychological well-being in the pre- and post-program assessments. Specifically, regarding depression, a significant difference was observed in the sub-factor of de-pressive affect. Secondly, the content analysis revealed that post-program implementation, there were seven positive changes observed across cognitive, emotional, and behavioral domains, including improvements in com-munication skills. Conclusions The character education program based on CBT for university students is expected to enhance self-esteem, self-efficacy, communication skills, problem-solving abilities, and psychological well-being, while reducing depressive affect, thus contributing to the cultivation of character. This study is significant in that it has developed and verified the effectiveness of a systematic, evidence-based character education program tailored for university students.

Cautery excision of oral mucocele in pediatric children: A case report

Introduction: Oral mucocele is a common, oral lesions that mostly present as painless, clear, or bluish cysts on the lower lip of children and young adults. These are harmless, mucus-filled growths usually resulting from a little salivary gland or duct injury. Mucus can leak into surrounding subepithelial tissue when the salivary glands are injured by lip biting, sucking, or trauma. This is known as a mucus extravasation cyst, and it is the most frequent variety of mucoceles. This report presents two cases of mucocele. Case History: Two case studies of oral mucoceles reported that almost all included lip mucoceles were clinically bullous lesions, it was soft, fluctuant, and palpable, which corroborates the hypothesis that lip mucoceles are commonly incited by traumatic injury such as tooth impingement and lip-biting habit. All cases were treated with a simple excision using an electrocautery. Two lesion diagnosis was confirmed by Histopathology anatomy (HPA). Discussion: Mucoceles are common oral lesions often seen in children and adolescents, typically caused by lip biting due to psychological stress. Diagnosis is based on clinical features such as rapid appearance, size variations, and bluish color. Treatments include scalpel excision and electrocautery, with electrocautery providing minimal bleeding and painless wounds. Conclusion: One of the typical salivary gland lesions in the oral cavity is mucocele. The use of electrocautery is known to be beneficial for wound healing. Awareness education for children and parents is necessary to eliminate a lip-biting habit.

The early educational environment at five years of age in a European cohort of children born very preterm: challenges and opportunities for research

BackgroundEarly childhood education offers opportunities for stimulation in multiple developmental domains and its positive impact on long-term outcomes and wellbeing for children is well documented. Few studies have explored early education in children born very preterm (VPT; <32 weeks of gestation) who are at higher risk of neurodevelopmental disorders and poor educational outcomes than their term-born peers. The purpose of the study is to describe and compare the educational environment of children born VPT in European countries at 5 years of age according to the degree of perinatal risk.MethodsData originated from the population-based Screening to Improve Health In very Preterm infants (SHIPS) cohort of children born VPT in 2011/2012 in 19 regions from 11 European countries. Perinatal data were collected from medical records and the 5-year follow-up was conducted using parental questionnaires. Outcomes at 5 years were participation in early education (any, type, intensity of participation) and receipt of special educational support, which were harmonized across countries.ResultsOut of 6,759 eligible children, 3,687 (54.6%) were followed up at 5 years (mean gestational age 29.3 weeks). At 5 years, almost all children (98.6%) were in an educational program, but type (preschool/primary), attendance (full-time/part-time) and use and type of school support/services differed by country. In some countries, children with high perinatal risk were more likely to be in full-time education than those with low risk (e.g. Estonia: 97.9% vs. 87.1%), while the inverse pattern was observed elsewhere (e.g. Poland: 78.5% vs. 92.8%). Overall, 22.8% of children received special educational support (country range: 12.4–34.4%) with more support received by children with higher perinatal risk. Large variations between countries remained after adjustment for socio-demographic characteristics.ConclusionsThere are marked variations in approaches to early education for children born VPT in Europe, raising opportunities to explore its impact on their neurodevelopment and well-being.

The Crucial Role of Islamic Religious Education in Shaping Children's Character: Psychological and Spiritual Review

The significance of Islamic religious education in shaping children's character is paramount in contemporary society. This study aims to explore the transformative impact of Islamic education on children's moral and spiritual development, utilizing a comprehensive analysis that integrates psychological and spiritual perspectives. A mixed-method approach combining literature review and empirical research elucidates how Islamic education fosters moral reasoning, empathy, and self-regulation among children while nurturing a profound spiritual connection and inner transformation. Here are the steps: 1) Literature Review: Start by compiling a comprehensive literature review about the importance of Islamic religious education in forming children's character. Please focus on the psychological theories that support this argument and their relationship to aspects of spirituality. 2) Empirical Research: conducting empirical research to support the claim. Use appropriate research methods such as surveys, interviews, or observations to collect relevant data from respondents from various backgrounds and ages. The findings underscore the holistic nature of Islamic education in equipping children with the ethical fortitude, emotional resilience, and spiritual consciousness necessary to navigate life's challenges with integrity and purpose. Our research findings demonstrate how Islamic education fosters moral reasoning, empathy, and self-regulation among children while nurturing a deep sense of spiritual connection and inner transformation. By integrating psychological insights with spiritual teachings, Islamic education offers a holistic approach to character development, equipping children with the ethical fortitude, emotional resilience, and spiritual consciousness necessary to navigate life's challenges with integrity and purpose.

A rurális közegben élő szülők IKT-attitűdjei, nevelési stílusai - Az olvasóvá nevelés digitális kihívásai

The present paper is a continuation of a sociological study on reading - published in 2023 (Néma, 2023c) -, in which I present the results of my research in a rural setting in Transylvania (Parajd, Harghita County), focusing on the challenges of literacy education. The study, conducted in the autumn of 2022, aimed to gain narratives from graduate mothers, using a semi-structured interview method (10 interviews) to approach their children's literacy education in the context of increased digitalisation. In order to get a handle on parental digital literacy, I captured the perception of ICT tools along parenting styles. In parallel to identifying the spatial digitalisation context, I also subjected parents' ICT perceptions by content analysis. From the set of ICT-related statements (232 opinions) extracted from the narrative, I also identify a set of references reflecting on reading to explore the reasons for the passivity towards reading - as a research goal for my PhD dissertation research, too.

The Experiences of Young People with Intellectual Disability, Parents and Professionals in Relationships and Sexuality Education Programmes: Findings from a Qualitative Study

People with intellectual disability want friendships and meaningful relationships, and some want intimacy. However, the expression of sexuality is an area where potential freedoms are often limited and restricted compared to their peers. While some relationships and sexuality education programmes do exist for this population, most focus on knowledge acquisition regarding sexuality and sex but lack in their focus on relationships, informed choices and decision-making. The aim of this study was to identify good practices and methods of delivery in relationships and sexuality education for children and young people with intellectual disability. A qualitative design was undertaken. Information about our study was distributed to eight special schools in the UK. Semi-structured interviews and focus groups were employed for data collection. Data from 37 pupils with intellectual disability, 11 parents and 16 healthcare and other professionals were thematically analysed. Following data analysis, three themes emerged: (i) seeking and sharing information; (ii) protecting and keeping safe; and (iii) learning for the future. The findings highlight that pupils are keen to learn about life changes and societal influences and want reliable information. Parents and professionals recognise that children and young people with intellectual disability will develop into adults and may be vulnerable when they leave the security of the school setting. They recognise that children and young people need to know about socialising, puberty, consent and contraception. Evidence-based programmes should be designed with these stakeholders to ensure children and young people with intellectual disability receive developmentally appropriate information to make happy and safe decisions about their relationships.

The Effect of Montessori Method Implementation and Classical Learning Method on Strengthening Children's Character Education (PAUD) Using Flash Cards

Education is very important for the intelligence of the nation. The education of the nation's children is referred to as one of the factors that can lead to success or setbacks for the country's future. Education in Indonesia is still not perfect, and it is not perfect to say that it has achieved progress in character education; as evidence, this time, there are still many students who have lost their sense of nationality, honesty, courtesy, and sense of responsibility. So, for that, character education absolutely must be revitalized again. This quantitative study aims to determine the effect of the differences in implementing the Montessori and Classical learning methods on strengthening character education in early childhood using flash cards. The design used in this research is in the form of a comparative quantitative approach. Questionnaires were distributed to 12 teachers from each school, with 6 teachers as respondents. The data obtained from the questionnaire distribution is then analyzed using a Likert scale, and the results of student learning scores are analyzed using an independent t-test. The research results show that the teacher's perception of implementing the Montessori Method and the Classical Learning Method towards strengthening character education using flash cards has a very effective category with an achievement of 82% for learning the Montessori Method. While the effective category with an achievement of 73% for the Classical Learning Method. Based on the Independent t-test, the value of the difference in character education shows the effect of the difference, namely 0.20. The effect of this difference is statistically categorized as not real, or there is no difference in the effect of the implementation of the Montessori Method and the Classical Learning Method on strengthening early childhood character education. The Montessori and Classical Learning Method can be good for early childhood character education.

Mathematics Vocabulary and Problem-solving Skills of Grade 4 Pupils in Narvacan North District

This study assessed the levels of mathematics vocabulary and problem-solving skills among Grade IV learners in public elementary schools in Narvacan North District. The primary aim is to assess how well students understand and use mathematical terminology and their ability to apply this knowledge to solve mathematical problems. The research involved a sample of 366 Grade IV students, utilizing validated tests and problem-solving assessments to gather the needed data. Results indicate that moderate grasp of mathematical terms, there is notable variability and room for improvement. Furthermore, parents' educational attainment and learners' vocabulary levels are significantly related implying that higher parental education is modestly associated with better vocabulary outcomes. In terms of problem-solving skills, the findings show that learners also demonstrate moderate proficiency. Importantly, the analysis reveals that demographic factors such as age, and gender, and significantly related to problem-solving abilities, indicating that these skills are influenced more by other factors. The study concludes that enhancing instructional strategies and providing targeted support can significantly improve both vocabulary and problem-solving skills. Engaging parents in their children's education and offering additional resources can further bolster these efforts. Future research should explore other influential factors and effective interventions to support the mathematical development of Grade IV learners, thereby laying a stronger foundation for their continued academic success.

Language ideologies and heritage language maintenance among Egyptian Nubian families: a comparative study of urban and rural families

ABSTRACT This article explores language ideologies in urban and rural Nubian families in Egypt toward Arabic, English, and Nubian, analysing how these families’ different language ideologies could influence heritage language maintenance. Data were collected through semi-structured interviews and observations with three urban and three rural families in Egypt, and qualitative content analysis was conducted to compare differences in parents’ ideologies between rural and urban Nubian families. The survey results show that parents from urban and rural families greatly emphasise Arabic learning. Parents in urban families are more willing to invest in their children's foreign language education. In contrast, parents in rural families consider Nubian to be of great significance for their children's education, which leads parents to prioritise having their children speak Nubian as the main language at home. They strongly recognise the value of the Nubian language in ethnic identity and cultural inheritance. The results suggest that parents’ language ideologies and heritage language maintenance in urban and rural Nubian families may be affected by macro factors (e.g. national language policy, socio-cultural environment) and micro factors (e.g. parents’ education level, family economic level).

People with disabilities are ready to compete in the Business and Work World Industry (IDUKA) through Vocational Education

This study aims to describe the process of developing vocational education for children with hearing barriers. The approach is carried out using a descriptive qualitative approach through research design that is carried out in 3 stages, namely the description stage, the reduction stage and the selection stage. The results of the study describe in full the process of vocational education for children with hearing barriers carried out at SLB bandung city. Data analysis is performed using data triangulation through various instruments. Vocational education at SLB became a provision to face the Business Industry and the World of Work (IDUKA), so SLB developed various programs to equip vocational skills in the form of soft skills and hard skills. Vocational education is an independence program that is being developed in the world of special education. Efforts carried out in vocational education can develop the ability of students to become capable human beings in the world of work through strengthening hard skills and soft skills in certain fields. Upaya link and match conducted in vocational education has an impact on preparing students to face the post-school world by aligning the school curriculum based on the competence and needs of the business industry and the world of work.

Inclusive Education for a More Egalitarian Society

Special education for persons with disabilities is an integral part of a nation’s education system. However, it is not until after World War II, particularly after the 1970s, that the right to education of children with disabilities garnered widespread attention in the global community. The UN’ agencies released a succession of official papers related to or specialized in this issue, such as the Universal Declaration of Human Rights, Declaration on the Rights of Mentally Retarded Persons, Declaration on the Rights of Disabled Persons, Declaration of the Rights of the Child, Standard Rules on the Equalization of Opportunities for Persons with Disabilities, Framework for Action on Special Needs Education, and Convention on the Rights of Persons with Disabilities. Despite the variations in the context and content between these papers, they share the common conception that every society and its government have the responsibility and obligation to provide high-quality education services for children with disabilities to ensure their right to education and protect them from educational discrimination and exclusion (Li, 2023).

The governance, leadership and management of complementary schools: the case of Greek Cypriot schools in England

ABSTRACT The article explores the governance, leadership and management of complementary schools through the case of Greek Cypriot complementary schools in England with a view to developing a research agenda for this under-researched yet significant sector of education for children and young people. Drawing on stakeholder and bottom-up theories of governance that aim to uncover the intricate networks of groups that surround organisations and the systems in which they exist, we highlight the multiple and sometimes conflicting stakes held. This exploratory research involves interviews with five practitioners in positions of responsibility. The governance, leadership and management of these schools matters because there are concerns about their sustainability requiring a greater appreciation of their contribution, the issues they face and how they make decisions with limited resources. We call for further research to increase the understanding of the sector and to improve the support for practitioners, organisations and communities.

The inequity of education, health and care plan provision for children and young people with intellectual and developmental disabilities.

Children and young people (CYP) with intellectual and developmental disabilities (IDDs) have significant additional educational needs compared with the general population. In England, the government has established a system of education, health and care plans (EHCPs) to support children with special educational needs and disabilities, but disparities exist between the degree of need and the availability of support. We conducted a prospective UK national cohort study (IMAGINE) of children with rare pathogenic genomic variants, all of which are associated with IDD, to investigate associated neuropsychiatric risk. Subsequently, we obtained information from the UK's National Pupil Database on their educational progress through the state school system. We aimed to identify whether they had received EHCP provision and whether that support was associated with their family's socioeconomic status, region of domicile, ethnicity, sex, primary special educational needs (SEN) type, academic performance and mental health well-being. We recruited 2738 CYP from England into the IMAGINE study between 2014 and 2019. The educational histories of the participants (6-28years old, mean±standard deviation= 14±4years, 56% male) were obtained from the Department for Education's National Pupil Database in 2021. Educational data included attainment scores from the Early Year Foundation Stage (<5years) to key stage 4 (15-16years). Each family was assigned an index of multiple deprivation (IMD) score based on their home address postcode. Parents or carers rated their child's emotional and behavioural adjustment on the Strengths and Difficulties Questionnaire (SDQ). The association between receiving an EHCP and the child's IMD score, eligibility for free school meals, English region of domicile, ethnicity, sex, primary SEN type, academic attainment and SDQ score was investigated. In this cohort, 78% of participants had received an EHCP. CYP living in the most deprived IMD deciles were substantially less likely to receive EHCP support than those in the least deprived decile, irrespective of their degree of intellectual developmental disability, academic performance or associated mental health problems. There were no sex differences. Children of Asian heritage were more likely to have been granted an EHCP than White children from equivalent IMD deciles. There were striking regional disparities. Participants living in London were significantly more likely to have been awarded an EHCP than participants living anywhere else in England, regardless of their IMD decile; those in the least deprived decile had almost 100% EHCP provision. This study found evidence for nationwide regional inconsistencies in the awarding of EHCP to CYP with significant intellectual impairments of known genetic aetiology. Disparities in funds available to education authorities could be a contributory factor. EHCP support was potentially influenced by how strongly a parent advocates for their child.

ATTITUDES OF PARENTS AND TEACHERS TOWARDS MATHEMATICS EDUCATION IN THE CONTEXT OF STEAM EDUCATION

The pre-school period is valuable in itself. It is at this age that the child's most important personality traits, his or her perception, thinking, communication, etc., develop. STEAM goes hand in hand with the development of 21st century skills and should be included as early as possible in the curriculum. Children's early experiences with science, technology, engineering and mathematics and the arts influence their future success in these areas. When teachers give children early opportunities to learn maths and science in an interactive environment that builds communication and collaboration skills, children are more confident and competent in these subjects. This not only makes higher education more accessible to children but also contributes to a well-prepared society. Survey of 116 teachers and 104 parents identified that parents of pre-school children are more accurate in identifying the disciplines that STEAM education integrates, they perceive that the teacher's background in mathematics and science influences children's mathematical and science education, and that young children can apply early mathematical concepts. Parents identified advantages and barriers to the successful implementation of STEAM in pre-school education.

Navigating Challenges: How Divorce Affects the Quality of Children's Education

Divorce is a complex life event that often profoundly affects various aspects of family life, including children's education. This study aims to explore the impact of divorce on the quality of children's education, considering both academic and socio-emotional dimensions. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. The participants consisted of parents and teachers from diverse socio-economic backgrounds, providing a comprehensive understanding of the phenomenon. Surveys were utilized to collect quantitative data on academic performance, attendance, and behavioral changes among children from divorced families. Additionally, in-depth interviews were conducted to gather qualitative insights into the emotional and social adjustments experienced by these children. Data were analyzed using statistical techniques for quantitative data and thematic analysis for qualitative data. The findings reveal multifaceted impacts of divorce on children's education, encompassing academic challenges, emotional distress, and changes in social dynamics. These results underscore the need for targeted interventions and support systems within educational settings to address the unique needs of children affected by divorce.

An Examination of the Language Situation of Left-behind Children in the National Rural Revitalisation Focused Help—Taking Youyang as an Example

Left-behind children, as the key object of rural revitalization, and their language status are crucial to the improvement of the quality of rural education and the overall revitalization strategy. Taking Youyang County as an example, this study analyses left-behind children's language ability, language use, and language attitudes to derive the factors influencing their development, as well as the conclusions and recommendations, using questionnaires, interviews, observations, and other methods with left-behind children as the objects of investigation. The results will provide strong support for improving language education for left-behind children and promoting rural revitalization.

Learning to code and coding to learn: A robotics curriculum integrating tangible programming and road safety education for young children

Learning to code and coding to learn: A robotics curriculum integrating tangible programming and road safety education for young children

Community-based education and child development work for migrant children in China: a multi-dimensional citizenship approach

The primary focus of this article is to investigate the impact of community-based efforts to provide education and child development programs and service in China’s migrant communities, specifically as it pertains to the prospects of addressing sociocultural and socioeconomic inequalities in education and child development in urban China. Building on frameworks of dimensions of citizenship, this article examines the work of migrant educator-activists who provide community-based education and child development service in Beijing’s migrant communities. Their efforts to address inequalities in child development for migrant children enrich the understanding of citizenship in the Chinese context.