Uniqueness Of Child Research Articles

영아교사의 놀이중심 보육과정 실천에 대한 인식탐색

Objectives This study aims to explore the awareness of infant teachers regarding play-centered curriculum practices, based on the emphasis on ‘a play-centered curriculum’ in the 4th Standard Childcare Curriculum.
 Methods To achieve this, the Photovoice research method was implemented with 10 lead teachers in infant classes from childcare centers in the G region of Gyeongsangbuk-do. The participants utilized photos they captured themselves to collect research data, engaging in discussions and expressing their voices. The collected data underwent analysis procedures of selection, contextualization, and categorization.
 Results Subcategories of infant teachers' awareness of play-centered curriculum practices emerged through this study, including play as a way of life, positive emotions from play, characteristics of play, new possibilities and opportunities, change for growth, teacher interactions, and collaboration with parents. These were categorized as play-centered curricula shaping the child's past and present, vibrant play-centered curricula fostering the child's uniqueness, and resonant communication-driven play-centered curricula.
 Conclusions Based on these findings, it is significant to highlight that play-centered curriculum practices contribute to supporting the growth and development of infants, emphasizing the importance of collaboration between teachers and parents in enhancing their effectiveness.

Controlling Screen Time for Children

In today's digital age, children's screen time is a growing concern. This project aims to develop a user-friendly solution for parents to manage and monitor their children's screen time effectively. The system offers personalized recommendations, a time banking system, real-time monitoring, and a user-friendly interface. The goal is to empower parents, foster healthier screen time habits, and ensure children's well-being, education, and social development in an increasingly digital world. The solution recognizes each child's uniqueness and promotes responsible screen time usage through dynamic recommendations. It seeks to strike a balance between technology's benefits and drawbacks. By fostering transparency and an intuitive user experience, this project equips families with a potent tool for navigating screen time challenges and promoting a balanced approach to technology use.

Feasibility and Acceptability of Using FirstPlay® to Enhance Mother-Child Interaction: A pilot study of mothers' perspectives.

Although there is evidence that human touch facilitates mother-child bonding, mothers' understanding of how to connect with and develop the emotional regulation of their babies remains unclear. This study used a Storytelling Massage program to investigate mothers' experience of practicing reciprocal interactions with their children. Specifically, it explored the efficacy of multi-sensory activities for building healthy parent-child bonds. Participants included 12 mothers with children between 8 and 23 months. These mothers participated in a 6-session program on FirstPlay Infant Storytelling-Massage Intervention (FirstPlay Therapy) and attended an individual semi-structured interview after the program. Data were analyzed using a phenomenological approach. The FirstPlay program positively affected the participants' self-efficacy in parent-child bonding and parenting beliefs. Five themes were identified: "bonding with the child-connect and engage," "attending to the child's uniqueness and needs," "developing a structure and a daily routine," "feeling calm and relaxed as a person," and "gaining confidence as a mom." The results of this study further support the need for low-cost, high-impact programs that enhance parent-child interactions. Limitations of this study are discussed. Future research and practical implications are also suggested.

The Development and Validation of an Outdoor Free Play Scale for Preschool Children.

Children's outdoor free play, which is characterized by intensive physical engagement and diverse social interactions, plays a unique role in early childhood development and education. However, existing scales cannot comprehensively measure children's performance in outdoor free play. The research purpose of this study was to develop and validate an Outdoor Free Play Scale for Children-Preschool Version (OFPS-P) with good reliability and validity, in order to provide a practical tool for teachers to understand the level of children's outdoor free play. Based on the review of existing scales of children's play and the uniqueness of children's outdoor free play, we developed a scale with 12 items and validated the scale with two samples of preschool children with exploratory (nsample1 = 140) and confirmatory (nsample2 = 241) factor analyses. Four factors were identified in this scale: physical fitness, approaches to learning, social interaction, and imagination. The results indicated good reliability and validity of OFPS-P, which can be used to evaluate preschool children's performance on outdoor free play and to support teachers' effective support in outdoor play activities in kindergartens.

Penguatan Strategi Edukasi Keluarga pada Era Digital

The big challenge facing parents today is about educating their children. This is due to generational differences that give rise to different characteristics and habits in each generation. The purpose of this community service is to foster a new mindset in educating children and being able to develop alternative ways of educating children to be more effective. The target of this activity is family in the Church of St. Paulus Juanda, Sidoarjo, totaling 52 people. After participating in this activity, the participants finally understood collectively the problems they faced as parents who educating millennial children. This awareness is followed by the development of a mindset that moves responses to the problem of educating children's character. There are similarities in responses even though the problems faced are quite complex. After listening to the speaker's presentation, each family formulates concrete intentions according to the child's uniqueness.

Fetal alcohol spectrum disorder: neurodevelopmentally and behaviorally indistinguishable from other neurodevelopmental disorders

BackgroundThe lack of universally accepted diagnostic criteria and the high rate of psychiatric comorbidity make it difficult to diagnose Fetal Alcohol Spectrum Disorder (FASD). In an effort to improve the diagnosis of FASD, the current study aimed to identify a neurodevelopmental profile that is both sensitive and specific to FASD.MethodsA secondary analysis was conducted on data obtained from the Canadian component of the World Health Organization International Study on the Prevalence of FASD. Data on neurodevelopmental status and behavior were derived from a battery of standardized tests and the Child Behavior Checklist for 21 children with FASD, 28 children with other neurodevelopmental disorders, and 37 typically developing control children, aged 7 to 11 years. Two latent profile analyses were performed to derive discriminative profiles: i) children with FASD compared with typically developing control children, and ii) children with FASD compared with typically developing control children and children with other neurodevelopmental disorders. The classification function of the resulting profiles was evaluated using the sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV). Confidence intervals (CIs) were approximated using 10,000 bootstrapped samples.ResultsThe neurodevelopmental profile of FASD tested consisted of impairments in perceptual reasoning, verbal comprehension, visual-motor speed and motor coordination, processing speed (nonverbal information), attention and executive function, visuospatial processing, and language, in combination with rule-breaking behavior and attention problems. When children with FASD were compared with typically developing control children, a 2-class model fit the data best and resulted in a sensitivity of 95.2% (95% CI: 84.2–100.0%), specificity of 89.2% (95% CI: 78.4–97.5%), PPV of 83.3% (95% CI: 66.7–96.2%), and NPV of 97.1% (95% CI: 90.3–100.0%). When children with FASD were compared with typically developing control children and children with other neurodevelopmental disorders, the neurodevelopmental profile correctly identified only 56.9% (95% CI: 45.1–69.2%) of typically developing children and children with other neurodevelopmental disorders as not having FASD, and thus the profile was found not to be specific to children with FASD.ConclusionThe findings question the uniqueness of children with FASD with respect to their neurodevelopmental impairments and behavioral manifestations.

PEMBELAJARAN SENI TARI DALAM MEWUJUDKAN ASPEK PERKEMBANGAN ANAK DI TAMAN KANAK-KANAK PETERI BENSU TAKENGON

Discussions about children can never stop because of their unique nature. The uniqueness of children can not be responded by adults so that the pattern of education is more restraining and requires following the will of the adult mind so that it makes it difficult for children to accept and have an impact on the aspects of child development. The problem solving task is at a children's education institution by providing dance learning as a fun learning experience for children so that aspects of child development can be realized. This method uses field research with sampling or data source determination using purposive sampling. Data collection uses observation, interviews and documentation and is analyzed by means of data reduction, data display, and conclusion drawing / verification. This paper aims to review how the development of religion and morals, motor development, cognitive development, language development, social emotional development of children can be realized through dance art education. The results of this study are (1) Aspects of religious and moral development that are realized through dance can be done with movements that have behavioral indicators as applicable. If it is associated with a movement that is processed with the existence of certain objectives, it can be done by doing a movement that matches the value of goodness. (2) Aspects of motor development through dance or the beauty of a movement are seen in two parts, namely fine motor and gross motor. Fine motorization focuses the coordinate point of the hand movement by using a property in the dance while the gross motor is based on movements involving the whole body. (3) Cognitive development through dance art is seen in the aspect of children's thinking where every movement that arises in motor pressure is influenced by the results of thinking that explores the part of the brain. (4) The development of language through dance is seen in children's activities which are internalized in a word from the response of a rhythmic beauty and then responded by the whole body so that the spoken song is accompanied by a movement. (5) Child's social and emotional development can develop through dance education through a feeling produced. The ability of the child in motion is a response to the feeling in the child. This can be seen in the actualization of movements that appear with explicit themes, themes that tell about sadness or happiness make a diverse feeling. Social development cannot be separated from the interaction between dancers and viewers and between the dancers.

PENGGUNAAN METODE PECS (Picture Exchange Communication System) UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI ANAK AUTIS

This study was conducted to test the method of Pecs (Picture Exchange Communication System) as an approach that can be used as an alternative in the communication train children with autism because this method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve communication skills, knowing the communication skills of children with autism before and after the intervention and determine the extent of the influence of Pecs method to improve the communication skills of children with autism. Subjects in this study were two children with autism who have problems in communication. The method used is an experimental method using Single Subject Research approach to research design A-B-A. These results indicate that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5. While the baseline phase-2 (A-2) after being granted intervention to get the mean level of 10. while the initial ability of the subject 2 in communication skills at baseline-A (A-1) of 5.7. In the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after given intervention to get the mean level of 11. The results above two subjects have meant that there are increased communication skills of children with autism in both subjects.

CHILDREN'S QUESTION AS A FORM OF LINGUISTIC CREATIVE THINKING

The subject of the article is the specificity of metalinguistic reflection in children's speech. The article analyzes the linguocreativе nature of children's questions, particularly broadcasting the image of the world of the child and the nature of the processing of linguistic information in the light of cognitions formed. Metalinguistic reflection is characterized as one of the naturally evolving strategies of language acquisition in ontogeny, showing the analytical instinct and cognitive activity of the child. The purpose of the research is to identify unique children's innovations related to the reflection of their form and content, in terms of the associative and functional content. The main method is discourse analysis of metalinguistic statements recorded in the spontaneous speech of children in the form of a question. Particular emphasis is laid upon the interdependence of compensatory and deliberate creativity of the child, exhibiting the ability to make a conscious violation of the language of the canon. Metalinguistic component of children's issues provides an opportunity to assess the child's creativity, speech acts in terms of fluency, flexibility, originality. Children's questions are classified into those regarding the logic of things and the logic of language nomination, their correlation is established. This analysis reveals the following features of metalinguistic reflection in the formation of the language person: 1) development of linguistic abilities in "reading" motivational word forms and application of derived algorithms in creative word activity; 2) the expression of a child's uniqueness in the perception of aspects of the world and the language of processed information; 3) modeling function in the formation of dynamic subsystems child's speech, allowing the child to realize their nominative and communicative needs.

PENGGUNAAN METODE PECS (Picture Exchange Communication System) UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI ANAK AUTIS

Qualitative disorders of communication are one of the characteristics possessed by children with autism. In children with autism occurred late speech development and the child is trying to communicate nonverbally. In this study tested method of Pecs (Picture Exchange Communication System) is an approach that can be used as an alternative to training communication autistic children. This method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve the communication skills of children with autism before and after the intervention and the extent of influence methods of Pecs in improving the communication skills of children with autism. The subjects were two autistic children who experience barriers to communication. The method used is an experimental method with the approach of Single Subject Research design A-B-A. The results showed that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5, while the baseline phase-2 (A-2) after a given intervention get the mean level of 10. the early ability subject 2 in communication skills at baseline-A (A-1) of 5.7 in the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after being given intervention to get the mean level of 11. the results of the study the two subjects above results in improved communication skills of children with autism in both subjects. Keywords : Communication Skills, Autistic, Pecs ( Picture Exchange Communication System)

Consistency of Response Patterns in Different Estimation Tasks

The current study aimed at addressing two issues concerning children's estimation performance: (1) to investigate whether the log-to-linear framework or the proportional judgment framework provided a better explanation of children's estimation patterns, and (2) to examine the consistency of response patterns in different estimation tasks. A sample of 179 Chinese first graders was assessed on their arithmetic performance and estimation skills (including numerosity naming, numerosity production, and number line). The log-to-linear framework was suggested to provide a better framework in explaining children's estimation patterns. Under this framework, we identified both common features and uniqueness of children's response patterns in different estimation tasks. Furthermore, different estimation skills uniquely contributed to children's arithmetic performance. The theoretical and practical implications of the findings are discussed.

Clinical trials in children.

Safety and efficacy data on many medicines used in children are surprisingly scarce. As a result children are sometimes given ineffective medicines or medicines with unknown harmful side effects. Better and more relevant clinical trials in children are needed to increase our knowledge of the effects of medicines and to prevent the delayed or non-use of beneficial therapies. Clinical trials provide reliable evidence of treatment effects by rigorous controlled testing of interventions on human subjects. Paediatric trials are more challenging to conduct than trials in adults because of the paucity of funding, uniqueness of children and particular ethical concerns. Although current regulations and initiatives are improving the scope, quantity and quality of trials in children, there are still deficiencies that need to be addressed to accelerate radically equitable access to evidence-based therapies in children.

Child health and human development over the lifespan

The topic of child health and human development is a wide area of interest spanning from pregnancy, delivery, childhood, adolescence, adulthood, and end of life. A study of health, development, and well-being over the lifespan. Before birth through young adulthood there is a wide range of health issues that affect our children, such as general childhood illnesses, eating and obesity, accidents and injuries, and particular stages of life, such as teenage independence. Childs health and pediatrics focus on the well-being of children from conception through adolescence, but human development is a life span issue, so research in childhood does not stop with the end of adolescence, but we need a long-term and lifelong study to observe and understand the development process. Pediatrics is vitally concerned with all aspects of children's growth and development and with the unique opportunity that each child has to achieve their full potential as a healthy adult. Pediatrics or child health was once not a specific entity, just as adolescence really did not exist as a concept, since all was a part of adult medicine. This field emerged in the nineteenth and early twentieth century as a medical specialty, because of the gradual awareness that the health problems of children were different from those of adults and children's response to illness, medications, and the environment is very depending upon the age of the child. This uniqueness of children, along with diseases that are particular to this age group, has been responsible for the development of pediatrics as a specialty and for the creation of children's hospitals for the care of children.

Integrative Training for Children and Adolescents: Techniques and Practices for Reducing Sports-Related Injuries and Enhancing Athletic Performance

As more children and adolescents participate in sports and conditioning activities (sometimes without consideration for cumulative workload), it is important to establish age-appropriate training guidelines that may reduce the risk of sports-related injury and enhance athletic performance. The purpose of this article is to review the scientific evidence on youth strength and conditioning and to provide age-appropriate recommendations for integrating different strength and conditioning activities into a well-designed program that is safe, effective, and enjoyable. Integrative training is defined as a program or plan that incorporates general and specific strength and conditioning activities that enhance both health- and skill-related components of physical fitness. The cornerstone of integrative training is age-appropriate education and instruction by qualified professionals who understand the physical and psychosocial uniqueness of children and adolescents.

Exploring the Personal Cultures of Rural Deaf/Hard of Hearing Students

For teachers of deaf or hard-of-hearing students, knowledge of their students' cultures can serve as an aid in their approach to teaching. A student, particularly one who is deaf or hard of hearing, attending school in a rural community of the United States belongs to or is influenced by at least four cultural groups: (a) family, (b) neighborhood/vicinity, (c) community, and (d) school. To understand the world of each student requires that educators explore the child's uniqueness or “personal culture.” A framework for exploring the personal cultures of rural, deaf or hard of hearing students, strategies for gathering cultural information, and a means for applying the cultural information in curricular adaptations are presented in this article.

Governance Instruments That Protect Children's Environmental Health: Is Enough Being Done?

We describe our efforts to find and assess governance instruments: laws, regulations, guidelines, addressing specifically the issue of children's environmental health in OECD countries in the European Union (EU) and in the United States of America (US). The ultimate purpose is to inform policy that will further Canada's commitment to children's environmental health. Among governance instruments found, most EU country governance instruments duplicated EU Directives; American governance instruments were found at both the federal and state level. With a few clear exceptions, the effects of environmental agents on the child have not been considered specifically in those OECD governance instruments that address environmental health concerns. We found multiple governance instruments with a clear children's environmental health focus, but little emphasis on the uniqueness of children. We also found laws not specifically addressing children in the text, but which clearly involved concern for child health. Some legislation was impeded because of scientific uncertainty, which, on occasion, appeared to be industry-driven. The precautionary principle appeared to be applied most frequently in European legislation. We conclude that children's environmental health is not well-addressed for the majority of laws relating to the environment.

The Uniqueness of Child and Youth Care: A Personal Perspective

The author draws upon 30 years of experience in the child and youth care field, personally carrying a “dual diagnosis” as a professional child and youth care worker and a professional social worker for most of that time. A definition of child and youth care is offered, and differences in focus and emphasis within the two disciplines are explored. Two underlying paradigms are suggested as contributing to the tensions apparent between the professions internationally, and the author concludes that the continuing struggle to develop a free-standing profession of child and youth care needs to be vigorously pursued because competent child and youth care workers are good for children and play a unique role in their lives.

Exploring the Personal Cultures of Rural Deaf/Hard of Hearing Students

For teachers of deaf or hard-of -hearing students, knowledge of their students' cultures can serve as an aid in their approach to teaching. A student, particularly one who is deaf or hard of hearing, attending school in a rural community of the United States belongs to or is influenced by at least four cultural groups: (a) family, (b) neighborhood/vicinity, (c) community, and (d) school. To understand the world of each student requires that educators explore the child's uniqueness or “personal culture.” A framework for exploring the personal cultures of rural, deaf or hard of hearing students, strategies for gathering cultural information, and a means for applying the cultural information in curricular adaptations are presented in this article.

Learningames for threes and fours: Adult-child play

A recent national survey has proven that all young children need to feel confident in themselves and in what they do. The best people to promote this feeling of well-being are teachers and parents. These activities have been written to help adults develop a child's self-worth through directed play. Appropriate for boys and girls, the games may be played on three levels: as everyday enrichment activities, as preschool educational experiences, and as just plain fun. They can be played in child care situations or at home. Learningames emphasize noncompetitive games, stressing each child's uniqueness and abilities to problem solve in a non-threatening way while learning the essential daily and early-learning skills. These games have been proven to be meaningful ones with developmentally handicapped children, as well as with normal children.

Parental factors in the social and emotional adjustment of the gifted

As with any child, the social and emotional adjustment of the gifted begins at home with parental love and acceptance. Parental awareness of the gifted child's uniqueness and special needs may prevent emotional problems. Regardless how intellectually precocious a child seems to be, the social and emotional stages are not likely to be equal Misunderstanding the nature of a child's giftedness may exert unreasonable expectations and unattainable demands which lead to stress and failure. Gifted children need time to be children and enjoy their youth. Intellect alone does not cause adjustment problems —the inability to relate with others does.