Children's Sense Research Articles

Research on Teachers' Teaching Behavior in Kindergarten Art Teaching Activities

At present, most of the research on teachers' teaching behavior focuses on primary and secondary schools, and pays little attention to preschool education. Therefore, this study aims to understand the status quo of teachers' teaching behavior in kindergarten art teaching activities, observe teachers' teaching behavior, analyze its influencing factors, and put forward effective strategies for existing problems.Based on observation method, this study combined with interview method to analyze and summarize teachers' teaching behavior, guiding and demanding practice behavior, evaluation and feedback behavior of activity results, and put forward suggestions to enhance children's subjective status, attach importance to children's sense of experience, and improve teachers' reflective ability.

CELEBRATE Feeding: A Responsive Approach to Food and Feeding in Early Learning Settings.

Early learning and child care (ELCC) settings in Canada follow nutrition standards that outline food provisions, with many also encouraging responsive feeding practices that help to create a supportive environment for children. Caregivers who lack confidence in children's ability to regulate their own intake, or those who feel stressed about mealtime, may unknowingly engage in less responsive feeding practices. The CELEBRATE Feeding Approach is a flexible framework, driven by behaviour change theory, that builds on previous definitions and concepts of responsive feeding in ELCC environments. Through this approach, there is an intentional focus on supporting early childhood educators to implement feeding practices that are more responsive. The approach incorporates 13 target educator behaviours related to the three overlapping categories of CELEBRATE language, CELEBRATE Mealtime, and CELEBRATE Play. These practices recognize and support the development of a child's sense of autonomy, confidence, and self-regulation not only at mealtimes but also through play-based exploration and language that is used throughout the day around food and feeding. The goal is that children will be open to a wide variety of food, develop their self-regulation skills, and build the foundation for a positive relationship with food throughout their lifetime.

The Impact of Harsh Parenting on the Self-efficacy of Chinese Middle School Students

As the level of education for all increases, family education is receiving more and more attention, and different parenting styles will have different impacts on children. This article mainly studies the impact of harsh parenting on Chinese middle school students' self-efficacy. In this study, 120 students of a middle school in Chengdu City, Sichuan Province, were recruited, and a questionnaire survey was conducted using stratified cluster sampling method, and 120 valid data were obtained. The questionnaire included the respondents' basic information, harsh parenting scale, and general self-efficacy scale, and the Cronbach's of the data was 0.76. Through comprehensive analyses, it is concluded that middle school students' self-efficacy was negatively correlated with their parents' harsh parenting, with the father's harsh language being the most significant in relation to the children's self-efficacy. In order to highlight the negative effects of harsh parenting and serve as a reminder to parents to be conscious of their own parenting style, this study aims to ascertain how strict parenting will impact children's sense of self-efficacy.

Parental Involvement and Children's Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students.

Parental involvement may influence the subjective well-being of primary school students, but the specific mechanisms remain unclear. This study explores the mechanisms between parental involvement and primary school students' subjective well-being. The current study investigated 340 fifth and sixth grade students and their parents from a primary school using the Parental Education Involvement Behavior Scale, the Well-Being Scale, the Sense of Security Scale, and the Learning Self-Regulation Scale. We found that (1) sense of security plays a complete mediating role between parental involvement and primary school students' subjective well-being; (2) autonomous motivation has a marginal mediating effect between parental involvement and subjective well-being of primary school students; and (3) sense of security and autonomous motivation play a chain mediating role between parents' educational involvement and primary school students' well-being. In conclusion, parental involvement appears to contribute to primary school children's subjective well-being, and this effect may be mediated individually and sequentially by the children's sense of security and autonomous motivation.

Comparing of Lower Extremity Tactile and Trunk Position Sense in Children with Spastic Cerebral Palsy and Typically Developing Children

Comparing of Lower Extremity Tactile and Trunk Position Sense in Children with Spastic Cerebral Palsy and Typically Developing Children

Effects of Whole-Body Vibration Therapy in Weight-Bearing and Non-Weight Bearing Positions for Upper and Lower Extremities on Balance and Cervical Joint Position Sense in Children With Cerebral Palsy.

Cerebral palsy (CP) is a complex pathological entitythat affects muscular control, coordination, proprioception, fine andgross motor abilities, position, stability, and, in some cases, cognition. This study aimed to compare the effects of whole-body vibration therapy (WBVT) in weight bearing and non-weight bearing positions for the upper and lower extremities on balance and cervical joint position sense in children with spastic CP. A randomized controlled trial was carried out on 60 hemiplegic children with spastic CP aged 5-15 years. Following randomization, all participants were allocated into six equal-sized groups based on the application ofWBVT for upper extremities, lower extremities, or both simultaneously in either weight-bearing or non-weight-bearingpositions. Pediatric balance scale (PBS) and laser tracker system were used to assess functional balance and cervical joint position sense. One-way analysis of variancefor Inter-group analysis showed a statistically significant difference among all groups in PBS and cervical joint position sense (p<0.05). WBVT was found to be beneficial in improving balance and cervical joint position sense in both weight-bearing and non-weight-bearing positions for the upper and lower extremities in children with cerebral palsy. However, the simultaneous application of WBVT in weight-bearing positions for both upper and lower extremities showed the most significant improvements in improving both balance and cervical joint position sense, indicating the most efficacious position of this treatment approach in children with cerebral palsy.

The Longitudinal Mediating Role of Peer Attachment in the Relationship between Affective School Environment and Children's Sense of Community

The purpose of this study was to identify the longitudinal mediating effects of peer attachment on the relationship between psychological school environment and children's sense of community. Data on 1,088 children were obtained from the 10th, 11th, and 13th Panel Study on Korean Children in the 3rd 4th, and 6th grades. The data were analyzed using descriptive statistics, Cronbach's α, Pearson's correlation, a latent growth model, and a multivariate latent growth model. All analyses were conducted in SPSS 25.0 and AMOS 23.0. The principal results were as follows. First, children's peer attachment gradually decreased over time. Moreover, individual differences existed in the initial values and rates of change. Second, the psychological school environment in the 3rd grade positively influenced children's initial peer attachment, which then exerted a positive impact on children's sense of community in the 6th grade. Second, the psychological school environment in the 3rd grade negatively influenced children's rates of change, which also exerted a positive impact on children's sense of community in the 6th grade. Finally, the initial value and rates of change of peer attachment were significant mediating effects of the relationship between the psychological school environment in the 3rd grade and children's sense of community in the 6th grade. The findings highlight the necessity of creating a psychological school environment that develops peer attachment and a sense of community among children.

Children With Cerebral Palsy's Experiences With Adaptive Climbing: A Qualitative Study on Parents' Perspectives.

Interest in adaptive sports for children with cerebral palsy (CP) is growing, but current evidence on the benefits and indications for one sport, adaptive climbing, is limited. We sought to describe perceived changes observed by parents of children with CP who participated in adaptive climbing. Parents whose children with CP participated in 5 or more adaptive climbing sessions were eligible to participate and were emailed a recruitment letter and flyer. Data were collected through semi-structured interviews, using a moderator guide. Interviews were transcribed and content analyzed, with data grouped into concepts, categories, and themes until data saturation. Ten parents (9 mothers, 1 father) of 10 children with CP (5 girls, 5 boys; ages 7 to 19 years) were interviewed for 15 to 45 minutes each, yielding 4 themes. First, parents perceived that adaptive climbing challenged the children physically (in reach, balance, strength, and head/neck and lower limb motion); second, that it sharpened children's cognitive skills (in focus, problem-solving, and strategic thinking); third, that it raised children's confidence (socially, physically, and emotionally); and fourth, that it expanded children's sense of what they could do (in mastering a challenge, claiming an athletic identity, and participating in a sport like their peers). In this qualitative study, parents described physical, cognitive, and psychosocial benefits of adaptive climbing for their children with CP. These descriptions can be used to inform future studies of children with CP who participate in adaptive climbing.

Win-win or lose-lose: Children prefer the form of equality

In middle childhood, children's sense of fairness further develops, they are willing to pay a cost to maintain equality. Win-win and lose-lose are two forms of equality. Win-win equality refers to both parties maximizing benefits, while lose-lose equality means both parties incurring the maximum loss. Win-win equality allows third party upholding fairness to gain more reputational benefits without the violator being punished, embodying the principle of “benefiting oneself without harming others”. On the other hand, lose-lose equality is a more deterrent form of fairness with the violator getting punished, and the third-party might experience a situation of “effort without appreciation.” However, the specific form of equality which school-aged children prefer still requires further exploration. Therefore, adopting the dictator game paradigm of third-party punishment, we design two experiments to investigate the fairness preference of first to fourth-grade children when acting as a third party and to clarify patterns of age-related changes. Study 1 (N = 111) explored children's preferred form of fairness under advantageous inequity conditions. Study 2 (N = 122) further examined children's fairness preferences in disadvantageous inequity situations. The findings suggest that when confronted with inequitable distributions, whether rooted in disadvantageous or advantageous inequity, children display a notable tendency to utilize third-party punishment to achieve an equal allocation. Meanwhile, this tendency strengthens as they progress in grade levels. Notably, children consistently manifest a preference for win-win equality, highlighting their inclination towards mutually beneficial outcomes.

Seeing awe: How children perceive awe-inspiring visual experiences.

Awe is a profound, self-transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4- to 9-year-old children perceive awe-inspiring stimuli (N = 444, 55% female, 58% White, tested in 2020-2023). Awe-inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday scenes did (d ranging 0.32-1.76). Compared to expansive social stimuli, expansive nature stimuli more positively affected children's sense of self (Study 3). Diverse awe-inspiring scenes (vast nature, natural disasters, and slow-motion objects) all elicited awe and higher learning motivation than everyday scenes did (Study 4). These findings suggest that children appreciate awe-inspiring visual experiences, illuminating the origins and nature of awe as a self-transcendent experience.

The relationship between family socioeconomic status and the young children's number sense development: The mediating role of parent-child activities.

This study examines the relationship between family socioeconomic status, parent-child activities, and young children's digital development. Using the Family SES questionnaire, the parent-child activities questionnaire, and the 5 to 6 year old children's number sense development scale as research instruments, 314 young children (M = 70.42, SD = 3.47). The results show that: (1) Family Socioeconomic Status can significantly positively predict the young children's number sense development; (2) Parent-child activities play a partial mediating role in the relationship between family socioeconomic status and the young children's number sense development. This study provides specific guidelines and recommendations for improving the young children's number sense development.

ИЗУЧЕНИЕ УРОВНЯ САМООЦЕНКИ ПОДРОСТКОВ СО СКЛОННОСТЬЮ К СКВЕРНОСЛОВИЮ

The relevance is justified by the growing level of complaints from teachers and parents about the too active use of obscene language in the speech of teenagers, which negatively affects the process of building a dialogue and the child's sense of permissiveness. The use of obscene language in the speech of a teenager helps them feel more confident, since, in their opinion, making them involved in the world of adults, rises above other peers. It is in adolescence that the problem and timely prevention of obscene language is the most pressing topic, since at this stage of age development there are constant qualitative changes that manifest themselves with puberty and the transition to adulthood. The purpose of the study: to theoretically and empirically study the self-esteem of adolescents with a tendency to obscene language and to offer psychological and pedagogical correction of self-esteem and the formation of a negative attitude of adolescents to obscene language. To study the level of self-esteem of a teenager with a tendency to swear at the ascertaining stage of the empirical study, the following diagnostic material was used: the method “Determining the level of self-esteem” (S. V. Kovalev) – goal: studying the level of self-esteem of a teenager; the method of diagnosing interpersonal and intergroup relations “Sociometry” (J. Moreno) – goal: diagnosing emotional connections between group members; the questionnaire “Foul language in my life” – goal: a reason for studying the use of foul language among teenagers and attitudes towards it. Based on the conclusion of diagnostic data on the level of self-esteem of teenagers with a tendency to swear, a program of psychological and pedagogical correction of self-esteem and the formation of a negative attitude of teenagers towards foul language was developed.

IMPLEMENTASI KURIKULUM MERDEKA DI PAUD BINA KARYA BANDAR MASILAM TERHADAP TANGGUNG JAWAB DAN DISIPLIN ANAK

The purpose of this study was to determine the effectiveness of the current independent curriculum in developing children's sense of responsibility and discipline. This research was conducted in PAUD located in Bandar Masilam Sub-district. The research was conducted in the first semester, which includes planning research activities, implementing research activities, and collecting data. The population of this study was all children with similar characteristics who attended PAUD BINA KARYA in Bandar Masilam sub-district. The study found that children who used the independent curriculum were more responsible and disciplined than those who did not. This is because the independent curriculum has made students familiar with the profile of Pancasila so that it is easier to apply. The Implimintation of Merdeka Curriculum in Early Childhood Education (ECED) is an Effort to build responsibility and discipline in early childhood. This curriculum approach prioritizes moare flexsible learning, according to the interests and potential of each child. With a focus on personal interacktion and enganging activities, children are encouraged to develop a sense of responsibility for their own learning, and have the freedom to choose activities that suit their interests. Through more active and engaged learning experiences, Merdeka curriculum builds discipline by following children’s individual development and interests, encoruraging intrinsic motivation to learn, and respecting axisting rules. Research at BINA KARYA PAUD revealed that the implementation of Merdeka Curriculum has gone through strict standards. Can affect the planning, implementation and evaluation stages and can affect children's responsibility and discipline. This foundation is the basis for implementing Merdeka Curriculum in ECD to build responsibility and discipline in children from an early age, integrating these values into their learning experiences.

Teachers' report of sense of time in kindergarten predicts children's time-processing skills in first grade.

The main aim of this longitudinal study was to evaluate if a questionnaire measuring the sense of time, filled in by teachers and parents in the last year of kindergarten, was able to predict children's time-processing skills at the end of 1st grade. The sample included 131 children (initial mean age = 4.77 ± 0.29 years) tested three times in a 2-year period with tasks of time reproduction, time discrimination, and comparison of durations. One of their parents and teachers filled in a questionnaire about children's sense of time both in kindergarten and 1st grade. The teacher version of the questionnaire administered in kindergarten was able to predict most of the time-processing tasks at the end of 1st grade. The parent version of the questionnaire was not able to predict children's performance in these tasks. Different developmental trajectories of time reproduction and time discrimination were observed. This study supports the role of preschool teachers as skilled evaluators of children's time-processing skills.

Being sensitive in their own way: parental ethnotheories of caregiver sensitivity and child emotion regulation across five countries.

Caregiver sensitivity builds a basis for children's sense of security and effective emotion regulation during their development. Applying a cross-cultural lens, caregiver sensitivity can be divided into two subtypes, reactive and proactive, and its prevalence and meaning may differ across cultures. Guided by the theoretical frameworks of developmental niche and parental ethnotheories, the current study examines culture-specific meanings of caregiver sensitivity across five countries: India, Nepal, Korea, the United States of America (USA), and Germany. We examine the prevalence of maternal reactive and proactive sensitivity, children's emotional lability and regulation, and how mothers' sensitivity types are related to children's emotional characteristics. Participants included 472 mothers from the five countries with children aged between 6 and 7 years. Mothers reported their sensitivity preference in multiple vignettes and completed an emotion regulation checklist to report their children's emotional lability and regulation. A set of analyses of covariance (ANCOVAs) found cultural differences in mothers' preference for proactive and reactive sensitivity. Mothers in India and Nepal reported the highest preference for proactive sensitivity followed by Korea and the USA, while German mothers reported the lowest preference for proactive sensitivity. Consequent regression analyses revealed varying associations between proactive sensitivity and child emotional characteristics in all five countries either directly or as moderated by child sex. These results evidence that parental ethnotheories are part of the developmental niche embedded in a larger cultural context. Findings on the differential links between the types of sensitivity and child emotion regulation provide cultural models of parental emotion socialization and children's emotional functioning.

Belajar Literasi Dan Memupuk Rasa Percaya Diri Anak Di LSM KOPA, Medan Maimun

According to the KBBI, the meaning of literacy itself, as reported on the Ministry of Education and Culture's official website, is the ability to write and read. Etymologically, the term literacy itself comes from the Latin "literatus" which means someone who learns. In this case, literacy is closely related to the process of reading and writing. Literacy activities in the learning phase aim to develop the ability to understand texts and relate them to personal experiences, think critically, and process communication skills creatively through activities responding to the texts of enrichment books and textbooks. Literacy or literacy is a general term that refers to a series of individual abilities and skills in reading, writing, speaking, calculating and solving problems at a certain level of expertise required in everyday life. Benefits of literacy Expanding insight and knowledge. Sharpen the ability to capture and understand information from reading. Literacy is not the same as reading. Reading and books are the surface technical and physical forms of literacy. The essence of literacy is how humans gain knowledge and learn to gain knowledge. Raising self-confidence in children is a parent's responsibility, although cultivating self-confidence is not an easy job. Apart from requiring patience and example, parents must be clever in creating an atmosphere that is conducive to growing children's self-confidence. Especially an atmosphere that is able to foster a child's sense of self-esteem which must be understood together, by building a child's self-esteem it will not automatically be able to grow a child's self-confidence. However, if a child has a healthy sense of self-esteem by knowing and being able to accept himself as he is, including all his limitations, then he will be able to feel ashamed of himself and see everything as part of the reality of life.

A Comparative Study of Experiential Teaching Methods in Chinese and American Preschool Students

With the international development of education, how to improve the quality of preschool education has become a hot issue of concern to all countries. Some researchers have found that the use of experiential teaching methods can improve the quality of kindergarten education, but there is still a lack of comparative study on the application of Chinese and American kindergartens. Therefore, the research topic of this paper is the embodiment of experiential teaching methods in Chinese kindergartens. The study found that experiential teaching in Chinese kindergartens is mainly used for extracurricular quality education, with educators focusing more on teaching knowledge and values to enhance the development of children's sense of community. Therefore, experiential teaching methods are often found in language classes and various extracurricular recreational activities, while in the United States, they are used to cultivate professionalism in various disciplines, with educators favoring the cultivation of children's interests and creativity, and teachers paying more attention to the children's learning and exploratory process. The application of experiential teaching methods in both countries improves students' abilities at different levels. This paper hopes that by comparing the application of experiential pedagogy in kindergartens in China and the United States, the two countries will complement each other's strengths and weaknesses, gain insights from each other's educational practices, and hope that educators in each country will strive for a lifelong improvement in the quality of preschool education.

Young children's perspectives of time: New directions for co‐constructing understandings of quality in ECEC

AbstractChildren's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight young children's perspectives on their sense of time. First, the paper provides examples of young children's understanding of the sequence of events in preschools. Most days were marked by regular routines, such as mealtimes, circle time and outdoor activities. These stepping stones were seen as providing a rhythm for the day. Children's conversations and drawings indicated an embodied sense of time that is subjective, relational and situational. Second, questions have been raised about the impact of different time practices on young children's everyday lives in preschools. In some cases, the management of time appeared to have unintended consequences for factors relating to quality in preschools. Adherence to daily visual schedules could lead to fragmented days with fewer opportunities for uninterrupted play than time management based on ‘flow’. The subjective nature of children's sense of time is complex, and shared understandings between adults and children are not guaranteed. Careful and imaginative listening is required in order to deepen understandings on this topic. This could, in turn, support teachers to further consider the impact on children's daily experiences of preschool when planning based solely on ‘clock time’.

Analisis implementasi pendidikan seni tari berdasarkan teori pendidikan kesenian Ki Hadjar Dewantara di sekolah dasar

&lt;span lang="EN-GB"&gt;Art education is effectively implemented for elementary school students regarded the formation of learning circumstances that provide chances for children in an effort to develop a child's sense of sensitivity, imagination, and creativity, but remain under control. The research was conducted to find out the relevance between the current art education with Ki Hadjar Dewantara's art education ideology. The research was conducted with the subjects of grade 2 elementary school students and class teachers. The method used in the research is descriptive qualitative method with triangulation data collection techniques, namely observation, interviews, and documentation studies. The results of the research are that the teacher not only teaches the dance, but also the values comprised in the dance so that students can understand the message or content conveyed from the dance, even though students have not been able to convey messages to the audience through non-verbal movements. There are three aspects that must be fulfilled, namely Wiraga, Wirama and Wirasa. However, two of those aspects, wirama and wirasa, have not been maximized. Not all learners are able to harmonize movements with the rhythm, and live the dance movements performed.&lt;/span&gt;

Tracing the smells of childhoods with an olfactory research inquiry

This paper proposes a multi-method olfactory inquiry to document the rich ways in which children's sense of smell is embodied and embedded in an interplay of senses and socio-spatial relationships. I approach olfaction as a conceptual strategy and connect it to socio-material and socio-spatial theories to illustrate the ways in which close empirical attention to olfaction can provide new insights into children's sensory experiences. An olfactory research inquiry rests on traditional (e.g. SmellMaps and SmellLogs) and speculative (e.g. Ododata and Olfactoscapes) olfactory techniques that invite adults’ and children's agentic responses to odours through relational, dynamic, and non-linguistic modes. As a critical sub-methodology of sensory inquiries, olfactory inquiry can help us re-think normative, homogenizing, mind-body relations in early childhood research and practice.