Children's Knowledge Research Articles

Associations of gestational and childhood exposure to lead, cadmium, and fluoride with cognitive abilities, behavior, and social communication at 4 years of age: NICE Birth Cohort Study

BackgroundEarly-life lead exposure affects cognitive development and emerging evidence suggests similar effects of cadmium and fluoride. ObjectiveTo assess the impact of gestational and childhood exposure to lead, cadmium, and fluoride on cognitive abilities and behavioral and social communication problems. MethodsWe studied 470 pregnant women (gestational week 29) and their 4-year-old children from the NICE cohort in northern Sweden. Concentrations of erythrocyte lead and cadmium and urinary cadmium were measured using inductively coupled plasma mass spectrometry and urinary fluoride with an ion-selective electrode. Urinary concentrations were specific-gravity adjusted. Associations of log2-transformed exposure concentrations with cognitive abilities (full-scale IQ and verbal comprehension by Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition), behavioral problems (Child Behavior Checklist), and social communication (Social Responsiveness Scale-Second Edition) were evaluated with multivariable-adjusted linear regression analysis. ResultsBoth gestational and cord erythrocyte lead concentrations were non-significantly inversely associated with child cognitive abilities (full-scale IQ: B [95%CI]: -1.2 [-2.9, 0.5] and -1.6 [-3.7, 0.4], respectively; per doubling of exposure). Similarly, both gestational and child urinary cadmium were inversely associated with cognitive abilities (full-scale IQ: -1.1 [-2.5, 0.3] and -1.1 [-2.5, 0.4], verbal comprehension: -1.2 [-3.1, 0.6] and -1.4 [-3.4, 0.6], respectively). Urinary fluoride concentrations showed no association with cognitive abilities. However, gestational fluoride was associated with increasing externalizing problems (0.9 [-0.3, 2.0]) and ADHD raw scores (0.3 [0.0, 0.6]). Childhood erythrocyte lead and urinary cadmium were non-significantly associated with increased behavioral problems (lead with total problems: 1.2 [-0.4, 2.9] and internalizing problems: 1.5 [-0.4, 3.4]; cadmium with externalizing problems: 1.1 [-0.2, 2.4]). ConclusionDespite non-significant associations, both lead and cadmium exposure showed consistent inverse associations with cognitive abilities at 4 years, whereas associations with behavioral problems were less conclusive, especially for cadmium. Results on fluoride indicated association with externalizing problems, including ADHD, but prevalence of behavioral problems was low, increasing uncertainty.

GINGIVAL STATUS AND ORAL HYGIENE HABITS IN CHILDREN BETWEEN 10-12 YEARS

Introduction: Children's adolescence is characterized by dynamically changing indicators of periodontal and oral health, related mainly to the eruption of the permanent dentition and stabilization of the periodontal space. This age period is also characterized by an increased incidence of gingival diseases, with the dental biofilm being the main risk factor for the inflammatory process. Aim: The aim of this study is to assess the relationship between gingival status, oral hygiene habits and knowledge on topics related to oral health in children aged 11-13. Material and methods: The subject of the study was 106 children aged 11-13 years. All children overwent a clinical periodontal examination and periodontal risk assessment at 4 levels. An electronic periodontal probe PA ON (Orangedental) with specially designed software was used to assess periodontal and oral hygiene status. The study included a survey method for assessing children's knowledge on topics related to oral health with periodontal focus. The survey consists of 38 questions divided into eight topics. Results: All the children aged 11-13 years had an initial form of gingival inflammation, against the background of plaque accumulation affecting more than 69% of tooth surfaces, unstable and irregular oral hygiene habits, as well as insufficient knowledge of oral/periodontal health. Through appropriate preventive programs, this age is best suited to create consciously motivated behavior for proper oral hygiene and oral health.

Effectiveness of History and Cultures Curriculum for Students’ Parents and Preschool Teachers

This research explores the critical need to integrate history and culture into preschool education, an area often overlooked in educational policy discussions. Drawing from the insights of Chinese history and culture curriculum in primary, secondary, and university levels, this study addresses the deficiencies in preschool education reform and policy. The study emphasizes the value of incorporating historical and cultural by Lee, W. O., Hao, N., & Zhou, Q. (2020), highlighting aspects such as cultivating aesthetic taste, showcasing cultural characteristics, and fostering cultural inheritance. The paper delves into the significance of history and culture curriculum in preschool education, focusing on children's development, patriotism, social fairness and justice, cultural inheritance, and unity between heaven and man for a harmonious life. Based on Piaget's child development theory and Confucianism's foundational principles, it elucidates the importance of aligning preschool education with cultural and historical contexts. Given preschool children's limited understanding and cognitive abilities regarding history and culture, the study proposes methods for integrating these themes into pre-education. It advocates for policy reforms in preschool education, emphasizing curriculum guidelines that reflect philosophical, psychological, pedagogical, sociological, and anthropological dimensions. Through a case study at Grace School in Yichun City, Heilongjiang Province, China, employing survey methods and case analysis, the research outlines goals for preschool history and culture curriculum. It incorporates Confucian concepts such as "harmony without diversity" and "endless life" to guide curriculum design and implementation, addressing evaluation criteria and curriculum content (Bahtilla, M., & Xu, H. 2021). In conclusion, the paper stresses the necessity of enhancing theoretical research levels in preschool education history and culture curriculum, advocating for improved training and implementation strategies. It envisions a collaborative effort among families, schools, and communities to foster continuous cultural learning and development among children.

Two-year-olds selectively seek help, but not based on helper maturity.

Help-seeking is a strategy by which children signal their need for social learning. In three experiments, we examined when and from whom 2-year-old (N = 146 children; mean age = 31.4 months) US children from diverse ethnoracial and economic backgrounds (62% White; 9% Latine; 24% low-income) seek help in problem-solving contexts. In Experiment 1, children sought more help when unfamiliar (and thus unable to solve) than when familiar with a problem. In Experiment 2, children selectively sought help from knowledgeable as opposed to ignorant helpers. Against our prediction, children in neither experiment preferred mature (adult) over immature (infant or peer) helpers. In Experiment 3, children again did not prefer mature over immature helpers when helpers were depicted with realistic photos instead of line drawings (as in Experiments 1 and 2). We discuss the findings in relation to children's knowledge of their status as social learners.

A New Method for Measuring Cognition in Children With Sagittal Craniosynostosis

Objectives: The neurocognitive profile of patients who have undergone spring-assisted surgery (SAS) for craniosynostosis is not well understood, and a variety of different cognitive measures have been used across various studies. Although neuropsychological evaluations can document cognitive strengths and weaknesses across a number of cognitive areas, they can be time consuming. This study aimed to: (1) describe the neurocognitive profile of patients who underwent SAS using both a common intelligence measure and iPad assisted testing measuring several cognitive areas, as well as parent ratings; (2) better understand the feasibility and utility of using iPad assisted assessments in this population. Methods: Thirty-six patients between the ages of 6 and 18 with sagittal synostosis who underwent SAS participated in a brief battery of assessments including a measure of abbreviated IQ, National Institutes of Health Toolbox Cognition Battery (NIH Toolbox), and caregiver ratings on the Behavior Rating Inventory of Executive Function – Second Edition (BRIEF-2). Statistical analyses assessed performance within the group and between measures. Results: Positive correlations were found between all 3 NIH Toolbox Composite scores and abbreviated IQ. Five of 7 subtests were positively correlated with Full Scale IQ, while 4 of 7 were positively correlated with both verbal and visual reasoning indices. Negative correlations between the Crystallized Composite score and BRIEF-2 were found for 8 of 9 BRIEF-2 subscales. Three of 9 BRIEF-2 subscales were negatively correlated with Fluid Composite and Total Composite scores. Conclusions: Cognitive data were generally aligned with the normal distribution curve. Although caregiver ratings yielded several executive functioning concerns, significant correlations were found with composite scores and a few specific subtests. Use of the NIH Toolbox was feasible in this population and shows promise as a tool for measuring a range of different cognitive domains.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

Comparison of Cold and Cool Cognition in Children With and Without Attention Deficit-Hyperactivity Disorder (ADHD)

ABSTRACT Children with ADHD suffer from impaired attentional, executive, and emotional processing. This study aimed to compare attentional and executive processing using (non)emotional stimuli in children with and without ADHD. Eighty-five children with ADHD and 72 matched typically developing children performed the Stroop, continuous performance, and Go/No-Go tasks using (non)emotional stimuli. Greater performance in selective attention, inhibitory control, and sustained attention was found in emotional stimuli compared to non-emotional stimuli in both groups. Emotional stimuli facilitated attentional and executive functions in children with and without ADHD. Impaired attentional and executive functions in children with ADHD are not valence-sensitive.

Students' Difficulties in Spelling Vowels: Case Study

This paper aims to reflect the difficulties students have in spelling the vowels of the Albanian language. The unified spelling of a language, in our case the Albanian language, is an expression of the crystallization of the national literary norm in all the main links of the phonetic, grammatical, word-forming and lexical structure. It reflects the current state and general trends of the development of our literary language. Given that the basic principle of Albanian spelling is the phonetic principle and seeing the constant spelling errors of Albanian speakers in the use of vowels, we conducted research with primary school students in rural areas, to see the most common errors frequency in vowel spelling. Our goal was to see the differences between students whose parents have primary education and those with higher education. Through this research we have also seen the reasons that lead to the impossibility of writing correctly and how the vowels should be written in different words. Our hypothesis is that children of parents with primary education make more mistakes in vowel spelling than children of parents with high education. We have conducted the research through the theoretical, comparative method, distribution of questionnaires and data analysis. The results have shown that parents' education does not affect children's knowledge of spelling. Received: 27 August 2024 / Accepted: 28 October 2024 / Published: 05 November 2024

Assessing the potential impact of an oral health education package integrated with augmented reality in improving oral health knowledge in children: a pre-post study design.

ABSTRACTIntroduction: Augmented reality (AR) technology provides a novel approach to oral health education. This study examines the impact of AR-based educational tools on improving children's oral health knowledge, specifically assessing whether AR can significantly enhance knowledge compared to baseline. The primary objective is to determine if AR technology can increase oral health knowledge in children. Methods: This pre-experimental study used a pre-test and post-test design with a single group of 49 children aged 7 years. The AR-based tool was developed using the ADDIE model and implemented over two weeks. The effectiveness of the tool was assessed through a standardized oral health knowledge questionnaire, and data were analyzed using paired t-tests. Results: The results showed a significant increase in children's knowledge after the intervention, with mean scores rising from 5.27 (SD = 1.36) to 8.65 (SD = 0.9) (p < 0.05). The proportion of children with good knowledge increased from 8.2% to 88% post-intervention. Conclusion: The study demonstrates that AR-based tools can significantly improve children's oral health knowledge. This suggests that AR could be an effective educational medium in promoting better oral health practices among young learners.

Effectiveness and safety analysis of ketogenic diet therapy for drug-resistant epilepsy caused by structural pathology.

To explore the effectiveness and safety of the ketogenic diet (KD) in children with drug resistant epilepsy (DRE) caused by structural etiology. The children were categorized into acquired brain injury group and malformations of cortical development (MCD) group based on the etiology. Follow-up assessments were performed at 1, 3, and 6 months after KD treatment to observe seizure reduction, behavioral and cognitive improvements, adverse reactions events, and reasons for discontinuation withdrawal. Statistical analysis was conducted on the results. We found the seizure-free rates at 1, 3, and 6 months were 4.8% (2/42), 19% (8/42), and 21.4% (9/42), respectively. The seizure control effective rates were 42.9% (18/42), 52.4% (22/42), and 54.8% (23/42) at the corresponding time points. Compared to the acquired brain injury group, the MCD group showed a higher seizure control effective rate. Further analysis within the MCD group revealed the highest efficacy in focal cortical dysplasia (FCD). At the 3-month follow-up, cognitive and behavioral improvements were observed in 69% (29/42) of children. The main reasons for discontinuation were lack of efficacy and poor compliance. Finally, we get that KD is a safe and effective treatment for drug resistant epilepsy caused by structural etiology, with the added benefit of improving behavioral and cognitive abilities in children. The efficacy is higher in children with MCD, particularly in cases of FCD. Early intervention with KD is recommended for this population.

The Influence of the Story DONI AND GIGINYA on Oral Hygiene Behavior in Preschool Children Banyuwangi

Oral hygiene problems that cause damage to the oral cavity in children in Indonesia are still high, reaching 57.6%. So it is very important to pay attention because this is an important growth stage. Damaged teeth can cause delayed tooth development in later life. The method of oral hygiene that attracts the attention of preschool children is the storytelling method. The aim of this research is to determine the effect of stories on oral hygiene behavior in preschool children. This method is quantitative research using a quasi-experimental design (one group pre-test and posttest). The population consisted of 50 individuals, and the sampling technique used was total sampling, using an observation checklist sheet to measure how to brush teeth. Statistical tests use the Wilcoxon Test. The results of the research showed that after the story was given, there was an increase, namely 30 children behaved good, 18 children behaved enough, and 2 children behaved poorly. Wilcoxon Signed Rank Test results with a value of p=000<0.05, the analysis shows that the story "Doni and Giginya" influences the oral hygiene behavior of preschool children. The story "Doni and Giginya" has been proven to affect increasing children's oral hygiene knowledge and behavior. Therefore, parents or guardians of children can utilize audio-visual media in other forms that have moral messages so that children's knowledge and behavior regarding oral hygiene in particular and health, in general, can increase. Keywords: Stories, Oral Hygiene Behavior, Preschool

Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities

The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.

The relationship between peer social support and self-regulated learning in Samarinda Ulu state junior high school students

Purpose: At the age of 2-7 years, based on Piaget's theory, children are in the pre-operational stage. At this stage, children have the ability to understand mathematical concepts concretely through sensory and interactive experiences. Strategies are needed to improve the children's cognitive abilities. This research aims to provide an overview of early childhood cognitive development at the pre-operational stage in the introduction of geometric shapes. Method: Researchers used a descriptive qualitative approach to interpret and explain patterns of behavior of children who are in the pre-operational stage. Data collection techniques included structured interviews and observations with checklists based on Jean Piaget’s cognitive theory. Respondents in this study were selected using a purposive sampling technique. The respondents consisted of five children aged 6-7 years from the Islamic Kindergarten 'Aqila who were not familiar with geometric shapes. Result: The results of this study indicate that children who are the subjects of the study exhibit behavior patterns consistent with Piaget's theory in the pre-operational stage, Children are able to recognize shapes through interactive learning experiences. Conclusion: Based on the results, it is necessary for parents and teachers to pay attention to the child's cognitive development stage when teaching geometric concepts.

How to auscultate for heart sounds in infants and children.

This article provides an introduction to performing cardiac auscultation in infants and children aged 0-16 years, with the aim of improving children's nurses' knowledge and confidence in this procedure. Nurses wishing to develop competence in cardiac auscultation can use this article as a guide to complement supervised practical experience; however, it is not intended to determine an individual's competence. • Cardiac auscultation is a component of a structured cardiac assessment rather than a standalone tool. • It is important to auscultate all four main heart valve areas, listening for normal heart sounds and any additional sounds. • Several differences should be considered when auscultating heart sounds in infants and children compared with adults, including heart rate ranges and the potential need to use distraction techniques for those who are distressed. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How you think this article might help improve your practice when undertaking cardiac auscultation in infants and children. • How you could use this information to develop your own knowledge and skills before educating others on the appropriate technique and evidence base behind auscultating heart sounds in infants and children.

Effectiveness of Activity Supported Earthquake Awareness Education Program in Primary School Children: "I Know What I Need to Do, I'm Not Falling Even If We Shake" Project.

The objective of this study was to enhance the knowledge base of primary school children regarding earthquake preparedness through the implementation of an activity-based earthquake awareness education program. The study was conducted as pre-posttest semi-experimental design with one group of 333 children in a primary school between January and May 2024. A Descriptive Information Form and Earthquake Awareness Knowledge Level Form were the data collection tools. The children were provided with a 6-week (modules) education program. Measurements were made before and after the education. The mean age of the children was 7.16±0.73 years (6-9), 56.8% were girls, 43.2% were boys, and 25.8% were second-grade children. Earthquake Awareness Knowledge Level Form total score was higher after the education (18.31±1.52) than before (15.51±3.73) (t=-16.144, p<0.001). The study revealed an increase in children's knowledge regarding appropriate behaviors in the context of earthquakes, encompassing actions to be taken before, during, and after such events. Modular education and applied activities are effective in increasing children's knowledge levels in the context of teaching a concept such as earthquake preparedness, where the acquisition of life-based skills is of paramount importance.

Effect of Early Intervention on Developmental Domains and Parent-Child Interaction Among Children With Developmental Delay: A Randomized Controlled Study.

The scope of early intervention (EI) programs, which mostly focus on motor skills, needs to be expanded. To examine the effects of an EI on developmental domains and parent-child interactions. Randomized controlled study. Children ages 24-36 mo with developmental delay (DD; intervention group, n = 30; control group, n = 40). Pediatric occupational therapy unit of Hacettepe University. The intervention group received an intervention that used the Goal Activity and Motor Enrichment (GAME) approach and a home program, whereas the control group received a home program only. Both groups received the same intervention dosage. Developmental domains were assessed using the Bayley Scales of Infant and Toddler Development Third Edition (Bayley III) and the Ages and Stages Questionnaires (ASQ). Sensory processing was assessed with the Infant/Toddler Sensory Profile 2 (ITSP-2), social-emotional development with the ASQ:Social-Emotional (ASQ:SE), and parent-child interaction with the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO™). A compliance checklist was used to determine compliance with the home program. A significant between-groups difference was found on all Bayley III and PICCOLO subscales and on the Gross Motor, Fine Motor, Problem-Solving, and Social-Emotional domains of the ASQ and ASQ:SE in favor of the intervention group (p < .05). The intervention group showed more typification (normal sensory processing) in sensory quadrants and general processing. Both groups were 100% compliant with the home program. The GAME-based intervention for children with DD, including sensory and cognitive activities, is effective in improving developmental domains and parent-child interactions. Plain-Language Summary: The scope of early intervention programs mostly focuses on motor skills and needs to be expanded to include the essential roles of children's sensory and cognitive abilities. This study provides important insights into early interventions by occupational therapists and the impact on children with developmental delay and parent-child interactions. We found that the Goal Activity and Motor Enrichment (GAME) intervention for children with developmental delay, which includes sensory and cognitive activities, is effective in improving developmental domains and parent-child interactions.

Co-researching with primary school students to retrace their digital footprint

Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery.This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational.

신체도구를 활용한 유아 주도적 운동게임이 유아의 운동능력, 인지능력, 자아존중감에 미치는 영향

Objectives The purpose of this study is to analyze the effects of child-directed exercise games on infants’ motor skills, cognitive abilities, and self-esteem. Methods The subjects of this study were 30 people, 15 in the experimental group and 15 in the comparison group, and the average age was 62.83 months. The experimental and comparison groups were randomly assigned, and the children in the experimental group were given child-directed exercise games, and the children in the comparison group were given teacher-planned exercise games. To analyze the effect of the experimental treatment, data were collected through the ‘Children’s Motor Ability Scale’, ‘Children’s Cognitive Ability Testing Tool’, and ‘Children’s Self-Esteem Test’, and the collected data were analyzed using t-test. Results The study found that child-directed physical games utilizing physical tools were more effective in enhancing young children's cognitive abilities and self-esteem compared to teacher-planned physical game activities. Conclusions These study findings are expected to serve as valuable foundational data in providing guidelines for supporting children's physical activities within the context of child-centered educational curricula.

The Spiritual Education Value and Practical Approaches of Early Childhood Dance

Early childhood dance is an art activity for young children created according to the characteristics of their physical and mental development, which is characterized by intuitive image, sociality, and children's fantasy. It is characterized by intuitive image to show the form of all things for young children, which shows the knowledge of truth; young children shape their good character in the collective dance environment of cooperation and communication, which is for the sake of goodness; and young children experience the charm of dance art in the dance world of children's fantasy, which is for the sake of cultivating beauty. The truth, goodness and beauty it contains can nourish young children's hearts and promote the formation of positive psychological qualities in young children, which is an important way to educate young children. In this sense, educators should fully explore the value of early childhood dance according to the level of physical and mental development of young children, so as to achieve the dance wisdom - to promote the development of young children's cognitive ability, to dance ideology - to enhance the quality of young children's will, to dance and express their feelings. --Cultivate young children's positive emotions and feelings, nurture children's personality, and guide children's pro-social behavior. To realize dancing to nurture the heart and dancing to nurture people, and to promote the comprehensive and harmonious development of young children's body and mind.

PENGENALAN ALAT TRANSPORTASI KERETA API PADA ANAK USIA DINI

Early childhood education is the main education towards higher education. Early childhood education must pay attention to the maturity of children in all aspects of life. Knowledge and understanding of something can be instilled into early childhood by various methods. In instilling understanding in children through direct recognition so that children will be stimulated through hearing (auditory) and sight (visual). The introduction of means of transportation is usually an attraction in itself for early childhood. Transportation tools become easy to understand because they are often seen even using these means of transportation. The introduction of means of transportation is carried out through auditory, visual and psychomotor. Improved auditory and visual abilities are obtained by the method of telling stories about trains. Videos are also shown to facilitate the child's understanding. Increasing children's knowledge and psychomotor using field trips directly by train to gain experience