Children's Favorite Research Articles

Chocolate-coated lessons

Reversible changes, climates, historical settlements and societies, acting as responsible citizens – there is a lot to learn from many children's favourite treat!

Development of a 3D tangible-serious game for attention improvement

There is a report that more than 10% of Korean elementary school students are classified into attention deficit/hyperactivity disorder ADHD symptom group. Children who seriously lack attention, like the ones with ADHD, are mainly dependent on medication. Medication, however, brings various kinds of side effects. Therefore, we need a way to improve attention, and lead children to voluntarily participate in it. In this study, we suggested a child-friendly attention improvement model by using children's favourite games. In addition, we developed a 3D tangible-serious game based on the suggested model. We conducted an experiment to identify the effects of the game developed in this study. As a result of the experiment, we could verify that the 3D tangible-serious game, which was developed in this study, helped improve children's attention.

The role of greenery for physical activity play at school grounds

Greenery is assumed to promote physical activity at school grounds by facilitating open and flexible play situations that engage many children. The role of greenery for school ground activity was investigated at two schools, one of which contained a substantial amount of greenery and the other one little greenery. All in all 197 children from 4th (10–11 years) and 6th grade (12–13 years), were involved in a one week field study, documenting self-reported school ground use, their favourite places and favourite activities and counting their steps by pedometer. The most common school ground activities were related to the use of balls as part of different sports, games and other playful activity. The more extensive green areas belonged to children's favourite places, but were little used, whereas settings with a mix of green and built elements in proximity to buildings were well-used favourites. Physical activity in steps was similar at the two schools, but on average girls got less of the activity they need during recess. Greenery was found important by contributing to settings attractive to visit for girls as well as boys and for younger as well as older children, if located in ways that also supported peer interaction and various games.

Comparative evaluation of the influence of television advertisements on children and caries prevalence

Introduction: Children watch television during most of their free time. They are exposed to advertisers’ messages and are vulnerable to sophisticated advertisements of foods often detrimental to oral and general health.Objectives: To evaluate the influence of television advertisements on children, the relationship with oral health and to analyze the content of those advertisements.Methodology: A questionnaire-based study was performed among 600 schoolchildren of Mangalore, Karnataka, followed by oral examination. Based on the survey, favorite and non-favorite channels and viewing times were analyzed. Advertisements on children's favorite and non-favorite channels were then viewed, analyzed, and compared.Results: Higher caries prevalence was found among children who watched television and asked for more food and soft drinks. Cariogenic food advertisements were popular on children's favorite channels.Conclusion: Television advertisements may strongly influence children's food preferences and eating habits, resulting in higher caries prevalence. Advertisements regarding healthy food, oral hygiene maintenance, prevention of diseases such as caries should be given priority for the benefit of the health of children.

Pet ownership, dog types and attachment to pets in 9–10 year old children in Liverpool, UK

BackgroundLittle is known about ethnic, cultural and socioeconomic differences in childhood ownership and attitudes to pets. The objective of this study was to describe the factors associated with living with different pet types, as well as factors that may influence the intensity of relationship or ‘attachment’ that children have to their pet. Data were collected using a survey of 1021 9–10 year old primary school children in a deprived area of the city of Liverpool, UK.ResultsDogs were the most common pet owned, most common ‘favourite’ pet, and species most attached to. Twenty-seven percent of dog-owning children (10% of all children surveyed) reported living with a ‘Bull Breed’ dog (which includes Pit Bulls and Staffordshire Bull Terriers), and the most popular dog breed owned was the Staffordshire Bull Terrier. Multivariable regression modelling identified a number of variables associated with ownership of different pets and the strength of attachment to the child’s favourite pet. Girls were more likely to own most pet types, but were no more or less attached to their favourite pet than boys. Children of white ethnicity were more likely to own dogs, rodents and ‘other’ pets but were no more or less attached to their pets than children of non-white ethnicity. Single and youngest children were no more or less likely to own pets than those with younger brothers and sisters, but they showed greater attachment to their pets. Children that owned dogs lived in more deprived areas than those without dogs, and deprivation increased with number of dogs owned. ‘Pit Bull or cross’ and ‘Bull Breed’ dogs were more likely to be found in more deprived areas than other dog types. Non-whites were also more likely to report owning a ‘Pit Bull or cross’ than Whites.ConclusionsGender, ethnicity and socioeconomic status were associated with pet ownership, and sibling status with level of attachment to the pet. These are important to consider when conducting research into the health benefits and risks of the common childhood phenomenon of growing up with pets.

Social antecedents of children's implicit prejudice: Direct contact, extended contact, explicit and implicit teachers' prejudice

Recent research has shown that children display implicit prejudice at least by age six (Baron & Banaji, 2006). In the present study, we investigated some potential antecedents of children's implicit intergroup attitudes: direct contact, extended contact, explicit and implicit racial attitudes of children's favourite teacher. Participants were Italian elementary school students. Results showed that, unexpectedly, direct contact increased negative implicit attitudes toward immigrants; extended contact reduced implicit prejudice only among those with less direct contact experiences. In addition, teachers' implicit (but not explicit) prejudice predicted children's implicit prejudice. Theoretical and practical implications of the findings are discussed, together with the importance of the social environment in the formation of children's implicit intergroup attitudes.

Primary school visual arts education: Teachers’ perspectives

This research project developed from my concerns around visual arts programmes in New Zealand primary schools. Visual arts are an important expression of personal and cultural values and identity. Making art has been found to have a range of personal, social and developmental benefits for children (Efland, 2004a; Eisner, 2002; Jarvis, 2004; O'Connor & Dunmill, 2005) as well as developing valuable workplace skills for the growing sphere of creative industries. I felt there had been a reduction in time spent teaching visual arts over the last 10 years or so, and informal enquiries found many teachers agreed that they taught visual arts less than they used to or would like to. When I asked one teacher why this was so, she replied: It's too hard. The school day is so full, and everything has to be justified. (Personal contact) The effect of such pressures on visual arts education must be considered alongside a long-standing problem identified by research in New Zealand and internationally: many primary teachers lack the knowledge or confidence to teach visual arts beyond first steps. The Education Review Office found that less than half of New Zealand's primary school classroom teachers are able to provide good visual arts programmes (1995, 2004) and, although art is often children's favourite subject, the National Education Monitoring Project found that their art-making skills are generally not well developed (Flockton & Crooks, 2008). Primary teachers in Britain and the United States have reported feeling inadequately prepared for teaching visual arts (Ford, 2003; McCoubrey, 2000), but the problem does not seem to be simply one of adequate preservice preparation. A review of research literature in the area of primary visual arts education suggests that there are multiple, interrelated factors behind this problem. Teachers are at the epicentre of learning (Schwille & Dembele, 2007, p. 11) and central authorities ... depend upon teachers to implement (McGee et al., 2004). It is, therefore, vital to understand how teachers interpret the curriculum and why they make certain decisions about teaching rather than simply focusing on classroom outcomes. I began by considering the historical, political, professional and personal circumstances that may determine teachers' daily decisions around what, when and how they teach, as preparation for an inquiry into the perspectives of teachers on teaching visual arts as part of the classroom programme. The challenges for generalists teaching visual arts in primary schools A. Curriculum reform and the visual arts curriculum While art has been a core subject throughout the history of New Zealand's state education system (Collinge, 1978) the content and purpose of art curricula have changed to fit prevailing values and social and economic aims for the nation (Smith, 2007). The political impulse behind curriculum development indicates the origin of some significant challenges for teachers. Curriculum reform has been constant and substantial since the 1980s and a world-wide focus on quantitative measures of student achievement, influenced by neoliberal views, has had a major impact on what kinds of knowledge and achievement are valued (Biesta, 2010; Middleton, Codd, & Jones, 1990). When curriculum reform runs counter to teachers' beliefs as to desirable outcomes for students, and undermines what they know to be effective pedagogical practice, this creates a dissonance which reduces their effectiveness (Harker, Gibbs, Ryan, Weir, & Adams, 2003) and can produce resistance to mandated change (George, 2009; Stokrocki, 2004). As primary teachers are generalists they must accommodate change in all curriculum areas. Standen (2002) found that teachers' approach to teaching is determined by a coherent belief system which is composed of various interdependent elements including beliefs about self, relationships, knowledge, change, teaching and learning. …

Analysis of Na and Cl Contents in Children's Favorite Foods

The Na, component of salt, can increase the risk of high blood pressure and hypertension. Especially, children are exposed to an increased risk of high sodium intake, because they often consume Na-rich processed foods and commercially prepared foods in the street. However, the database for the sodium and chloride content for these children’s favorite foods is insufficient. In this study, the Na and Cl contents in 89 children’s favorite foods were analyzed by using Instrumental Neutron Activation Analysis (INAA) method. The analyzed food items were presented after being classified into 33 kinds of food groups. The Na contents in 100 g children’s favorite foods ranged from 0.3 mg to 35.1mg in fruits, 28.9mg to 82.5mg in milks, 127.2 mg to 602.2 mg in breads, cakes, sandwiches, and rice cakes, 2.5 mg to 1169.9 mg in candies, cookies and ice creams, 226.9 mg to 693.7 mg in commercially prepared street foods, and 103.4 mg to 875.8 mg in fast foods of westernized restaurant. Among children’s favorite food groups, 100 g fried chicken, hotdog, burgers, and donuts contained an average Na of 536 mg, 553 mg, 794 mg, and 562.2 mg, respectively, so they are classified as ‘high Na foods’. In contrast, 100 g fruits and dairy products contained Na an average 4.9 mg and 43.4 mg, respectively, being classified as ‘low Na foods’. One serving of ramen, mandu·noodle, and burger·pizza can supply over 667mg Na, which is one third of the KDRI targeted intake. Likewise, the Cl contents in children’s favorite foods were diverse according to food groups. The Cl contents in the analyzed foods differed from the 1.5 times of Na content, which is assumed in general. This study showed that the Na and Cl contents in children’s favorite foods are very diverse. Conclusively, a strategy to reduce Na contents in the fast foods such as noodles and westernized restaurant foods is necessary for children health. (Korean J Nutr 2010; 43(5): 524 ~ 532)

Survey of Caffeine Intake from Children's Favorite Foods

The daily caffeine intake from elementary school children’s favorite foods was surveyed and evaluated. Children may respond to caffeine differently from adults because they have different physiological makeup and are functionally immature. Therefore, caffeine exposure may have more serious consequences for children than for adults, irrespective of sensitivity. Their preference, perception, and intake of caffeine from children’s favorite foods were investigated by questionnaire for 355 children. The order of children’s preference over foods containing caffeine was ice cream and ices, confectionary, milk and milk products, and soft beverage. The daily caffeine intake of children was estimated to range from 0.16 to 917.28 ㎎/day, with an average of 36.04 ± 82.7 ㎎/day and 36.9 ± 96.0 ㎎/day for boys and girls, respectively. The daily caffeine intake according to body weight was 1.08 ± 2.23 ㎎/㎏ and 1.12 ± 2.66 ㎎/㎏ for boys and girls, respectively. The percentage of acceptable daily intake (ADI) of caffeine was 43.4% for boys and 44.9% for girls. The sources of caffeine for boys and girls were soft beverage (18.3 ㎎ and 16.1 ㎎), milk and milk products (8.9 ㎎ and 8.5 ㎎), ice cream and ices (5.7 ㎎ and 7.3 ㎎), chocolate (1.6 ㎎ and 3.2 ㎎), and confectionery (1.6 ㎎ and 1.8 ㎎).

Parents of Preschoolers: Expert Media Recommendations and Ratings Knowledge, Media-Effects Beliefs, and Monitoring Practices

Given the increase in screen media targeted at the very young, the purpose of this study was to examine preschooler parents' knowledge about expert recommendations for young children's screen media experience, their knowledge of specific screen media ratings, their beliefs about screen media effects, and actual monitoring practices. Parents of 94 children <5 years of age (mean age: 2.95 years) were surveyed. Questionnaires were distributed in day care centers and completed at the parents' convenience. The questionnaire included background questions about parental education, age and gender of child, and parents' perceptions of their child's favorite television show and favorite video or computer game. Eleven multiple-choice questions assessed the respondent's knowledge of expert recommendations for screen media for preschoolers and the meaning of television and video game content ratings. Fourteen questions addressed the typical amount of their preschooler's screen media exposure, parental rules regarding screen media use, and parents' beliefs about appropriate use of screen media for preschoolers. Preschoolers were exposed to an average of approximately 12 hours of screen media in a typical week. Parents believe that media do have either short- or long-term effects on preschoolers. Performance on factual questions was poor (mean score: 2.83 of 11). In particular, only 34% of the parents correctly identified the expert recommendation for children >2 years of age. Parents should continue to be educated about the need for preschoolers to participate in activities that promote language development, socialization, imagination, and physical activity. Although professionals should work to improve the ratings, and ultimately to implement a universal ratings system for all screen media, parents need to be encouraged to improve their understanding of current recommendations for screen media exposure and television and video game ratings.

Nordic Children's Foodscapes

A study of the different food messages that children encounter and their own reflections of these messages was carried out among fifty-nine children from Denmark, Finland, Norway and Sweden. The children took photos of their “foodscapes,” including school, home, shops, streets, cafés and restaurants. The themes were healthy and unhealthy food, everyday and festive food and their favorite food. The children were well aware of common understandings of healthy/unhealthy food. They labeled fruit, vegetables and fiber-rich foods as healthy and foods rich in sugar, fat and salt as unhealthy. Unhealthy eatables belonged to festive contexts, such as cozy evenings and birthday parties. The everyday food in school and at home was considered healthier, often consisting of well-composed meals including vegetables. The children's favorite foods belonged to both the healthy and unhealthy categories. The children also dealt with the contradictions between everyday healthy food and unhealthy festive food, which involved adjusting to different social and spatial contexts.

CBT and hypnosis: the worry‐bug versus the cake

AbstractSleep and pain negatively impact each other. Children in pain often have difficulty going to sleep and sustaining sleep. Anxiety often develops within this negative cycle. Hypnotherapy has been noted as an effective intervention for pain, sleep and anxiety. The case presented illustrates the use of hypnotherapy in contrast to cognitive behavioural therapy (CBT) to resolve an 11‐year‐old girl's cycle of persistent anxiety, abdominal pain and sleep interruption. Utilizing the child's favourite activity of baking a cake, a metaphor for successful sleep was developed. The hypnotherapeutic use of surprise and dissonance promoted a rapid resolution of this pre‐teen's difficulties. An explication of this process is provided. Copyright © 2009 British Society of Experimental &amp; Clinical Hypnosis. Published by John Wiley &amp; Sons, Ltd.

초등학생의 주요 가공식품으로부터 섭취하는 당, 나트륨, 지방류 등의 노출실태 조사 연구

The purpose of this study was to investigate the extent of excessive sugar, sodium, cholesterol, and saturated fat consumptions by elementary school students through processed food's intake. A survey study was conducted with 384 fourth and sixth grade students and their mothers from two schools in Seoul and Gyeonggi province. The data were analyzed for the frequency analysis, chi-square test and Pearson correlation using the SPSS/Windows (ver. 15.0). Results showed that students consumed high amounts of sugars through processed milk and carbonated beverages, and yogurt. Additionally, they had high sodium and saturated fat levels in their diet through Ramen. There was significant correlation (p＜0.01) between mothers' purchasing and students' intake of processed food. Overall, both students and mothers had some knowledge on the impact of sodium on human health. About 50 percent of the respondents did not have accurate information about cholesterol, saturated fat, and trans fat. More than 50 percent of students and mothers had no nutritional education on the risk of excessive intake of sugar, sodium, cholesterol, saturated fat, and trans fat. Top twenty percent of the students had 39.7 g of sugar, 940.1 ㎎ of sodium, 17.8 ㎎ of cholesterol, and 11.2 g of saturated fat through processed foods per day on the average. These results suggest that execution of nutritional education about processed food is needed for high risk group of elementary school students and their mothers. Moreover, government must enact the regulation and policy for the food industry to reduce the risky nutrients from children's favorite processed food.

Superhero Toys and Boys' Physically Active and Imaginative Play

The influence of superhero versus nonsuperhero toys on boys' physically active and imaginative play was studied in 29 dyads (n = 58 middle-class preschool boys; M age = 54.95 mos, SD = 5.28 mos). Each dyad participated in two play sessions: 1) superhero toys (media related) and 2) nonsuperhero (nonmedia related) toys. Dyads were observed for the frequency and quality of roles, themes, level of physical activity in their play, and aggression. Parents reported on their children's favorite television shows. Results indicated that dyads engaged in more character/fictive (media related) roles in the superhero condition and more frequent familial, occupational, exploration, and no roles in the nonsuperhero condition. Dyads were more physically active in the nonsuperhero than superhero condition, and no aggression or violence was observed in either play session. Findings are discussed in light of children's development and implications for educators and parents.

I want to read about… DINOSAURS

Helen Bromley takes a look at three books this month that feature one of children's favourite themes: Dinosaurs.

A ludicidade da criança e sua relação com o contexto familiar&lt;A NAME="n1"&gt;&lt;/A&gt;

Esse artigo é resultado de uma pesquisa que procurou investigar como o lúdico aparece no contexto diário da vida das crianças em situação de pobreza econômica. Buscou-se investigar os brinquedos, brincadeiras, o tempo, o espaço e as companhias preferidas pelas crianças, bem como a visão de seus familiares, através de entrevistas estruturadas. As crianças foram escolhidas aleatoriamente, em duas escolas públicas de Caxias do Sul, num total de quarenta, com idades entre 7 e 10 anos. Os resultados apontam para os aspectos protetivos e os de risco. As conclusões indicam a necessidade de novas pesquisas de observação in loco das interações entre as crianças e seus respectivos familiares, bem como a possibilidade de estruturação de programas na rede municipal que beneficiem essas interações através do lúdico.

Infection Control Toy Policy Revision: More than Just Cleaning Advice

ISSUE: Toys are utilized throughout most inpatient and outpatient areas. Our previous policy addressed toy cleaning in the inpatient setting, but did not address issues in the outpatient setting. A more comprehensive policy was needed. PROJECT: The Infection Control Unit formed a multidisciplinary team to revise the policy, including staff from Nursing, Child Life, and Central Service. An algorithm was created that asks supervisors to determine if their area needs hand-held toys, whether alternatives such as wall-mounted toys or give-away toys could be used, and whether sufficient personnel and space was available to clean toys after each use. Once it was determined they meet the algorithm criteria for hand-held toys, the policy lists age-appropriate, safe toys the area may choose to use. Child Life experts created and attached an on-line catalog for convenient ordering of approved, easy-to-clean toys. A table listing acceptable cleaning products (including ordering information, shelf life, and mixing information) was supplied. Cleaning/disinfecting and use of toys in isolation room instructions were updated. The policy revisions were approved. Changes were communicated to supervisors and staff through newsletters and environment of care tours. RESULTS: Outpatient allied health staff welcomed the policy. Staff appreciated access to the toy catalog and cleaning product ordering information in one on-line document. The pediatric area was able to use the policy as a supporting factor to obtain approval for remodeling their lobby. Parents were encouraged to bring a child's favorite toy with them. A number of areas completely eliminated toys. There were no parental complaints about reduced toy availability in lobby areas and exam rooms. LESSONS LEARNED: Buy-in from all stakeholders prior to policy implementation improves compliance. Giving areas a tool to determine their toy needs decreases the number of hand-held toys that are in use. This decreases clutter and staff cleaning time without decreasing patient satisfaction. Standardized, easy-to-clean toys increased staff compliance with the cleaning requirements. The cleaning instructions were applicable to occupational therapy equipment and other items in addition to toys.

The Gender-Role Content of Children's Favorite Television Programs and Its Links to Their Gender-Related Perceptions

Two studies were conducted to (a) examine the gender-role stereotypical, counterstereotypical, and gender-neutral messages contained in a sample of first- and second-grade children's favorite television programs; and (b) to link the results of the content analysis to the children's gender-role values and interpersonal attraction to same- and opposite-gender television characters while the content analysis showed that there was a great deal of gender neutrality in the programs the children preferred. However, as predicted, male characters were still more likely than female characters to answer questions, boss or order others, show ingenuity, achieve a goal, and eat. The results of the survey showed that preference for stereotypical content predicted boys' valuing hard work and humor. In addition, for girls preference for male stereotypical and male counterstereotypical content negatively predicted interpersonal attraction to female characters, whereas preference for female counterstereotypical and gender-neutral content positively predicted interpersonal attraction to female characters. For boys preference for female counterstereotypical content positively predicted interpersonal attraction to male characters.

The Ant and the Grasshopper: Rationalising Exclusion and Inequality in the Post-apartheid City

As with many other genres of storytelling, fables are as much about the socialisation of political values as they are about the amusement of children. Although their timeless appearance presents their truths as absolute, the meanings of fables change as they are reinterpreted through time by particular ideologies. Thus we find that The Ant and the Grasshopper , a children's favourite about the need for hard work and careful saving, has recently been commandeered by conservative adults who are searching for ever more coded ways of communicating in today's anti-racist contexts. This story is attributed to JE sop, a mythical sixth century B.C. slave and storyteller (Adrados 1999). During the renaissance, Europe's fascination with antiquity prompted renewed interest in ?Esop's fables as vehicles of commentary on the politics of the time (Hanazaki 1993-1994 & Patterson 1991). Their popularity accelerated with the industrial revolution since some of the fables, such as The Tortoise and the Hare and The Ant and the Grasshopper , were particularly suited to the socialisation of selfrestraint and a strong work ethic. The Ant and the Grasshopper tells the story of the ant that worked hard collecting food during summer, while the carefree grasshopper did not. During winter, the ant survived while the grasshopper starved. This story conveyed to children that the threat of lean times was ever present but that hard work would stave off starvation. While generations of middle classes have been comforted by the expectation of just reward for hard work and security through accumulation, faith in the moral certainty of this outcome has more recently been faltering. Pixar's 1998 animated film, A Bug s Life , was inspired when the creators were reflecting on JE sop's fable and explored what would happen if the grasshoppers demanded food rather than begged for it (Pixar nd). It is unclear whether the creators

Improving children's cooperation with tracheotomy care by performing and caring for a tracheotomy in the child's doll—a case analysis

Described is a 2-year-old child who required a tracheotomy for an obstructing laryngeal tumor. Post-operatively the child responded with extreme anxiety and refused to cooperate with tracheostomy care including suctioning, tie changing and cannula change. A novel approach was attempted. We performed a tracheotomy on the child's favorite doll and taught her to perform all the necessary tracheostomy care on the doll. Once the child became accustomed to treating the doll, it became much easier to care for her tracheostomy and compliance to treatment improved greatly to the point were restraint was no longer required. This model of mock surgery and care of a child's doll may be helpful in treating young children with tracheotomies.