Children's Concepts Research Articles

Parental Perceptions on the Concept of Children’s Play in Preschool in Insein Township, Yangon, Myanmar

This study has been carried out to determine the Parents’ Perceptions of Children’s Play in Preschool in Insein Township, Yangon City, Myanmar. The subjects of this study were preschool parents who lived in the area. This research was done through a descriptive quantitative method with 40 populations. The sample of this study was 40 parents chosen by using the total sampling method. The research instruments were questionnaires. The questionnaires consist of 20 statements with three different parts; General Perceptions of parents on Children’s Play, Parents’ Perceptions of children’s play at home, and Parents’ Perceptions of children’s play in Preschool. Data was collected using an online survey. The questionnaires are made in Google Forms and the link was sent to the participants. Data analysis was done in a quantitative approach by giving scores to each answer. Based on the research analysis, it was found that generally, parents have positive perceptions of children’s play with a percentage of 90.7%. Yet, Mothers outweigh to value the importance of play contrasted to Fathers with scores of 91% and 83% respectively.

The Effect of Realistic Mathematics Education (RME) Learning Approach on the Ability to Recognize Number Concepts in Children Aged 4-5 Years

This research aims to determine the effect of a realistic mathematics learning approach (PMR) on the ability to recognize the concept of numbers. This research is a quantitative research with pre-experimental design. This research was conducted at Pertiwi Batusangkar Kindergarten, Tanah Datar District. The data collection technique in this study is total sampling. In general, the results of this study indicate that the open-ended learning approach has a significant effect, that t0 is greater than the tt value table (14.01> 2.9980), so the null hypothesis (h0) proposed is rejected and the alternative hypothesis (ha) accepted to develop the ability to recognize children's number concepts at the age of 4-5 years. Thus the realistic mathematics education learning approach (PMR) has an effect on the introduction of the concept of numbers in early childhood.

The Concept of Children's Education Perspective of Ibn Qayyim al-Jauziyyah

Children's education consciously guides and guides the condition of the soul, especially so that it can cultivate good morals and habits from the beginning of its growth and development, until it reaches puberty, so that a personality is formed in accordance with educational goals. In order to study the concept of children's education, it is necessary to study the thoughts of previous scholars, because it is undeniable that there have been many contributions made by previous scholars, especially in the world of education. Educational figures who are used as research objects are scholars of interpretation, hadith, ushuluddin, and Arabic, but not much research has been done on the concept of education. The concept of the figure's education is outlined in his books, but the world of education does not recognize him as an educational figure. Ibn Qayyim Al-Jauziyyah, with his characteristics and personality as a knowledgeable person, we will undoubtedly find some hints, views and instructions about education, in addition to his sincerity in discussing various other fields of knowledge. We certainly find advice about the concept of education in the books written by these figures. Therefore it is very interesting if it is discussed more deeply regarding the concept of children's education according to Ibn Qayyim Al-Jauziyyah. The type of research used in collecting data is library research, namely a series of activities related to library data collection methods, reading and recording and processing research materials. There are three important aspects in the concept of children's education according to Ibn Qayyim al-Jauziyyah, namely the goals of children's education, children's education materials, and educational methods. In terms of children's education goals, Ibn Qayyim al-Jauziyyah explained that the main goal of Islamic education is to grow and develop all of the child's potential, maintain nature, and protect it from deviations and realize the meaning of worship to Allah. In the aspect of children's education material, Ibnu Qayyim revealed that there are seven children's education materials namely Faith Education, Mental Education, Intellect Education, Moral Education, Social Education, Physical Education and Sex Education. In terms of educational methods, Ibn Qayyim explained several methods that can be used in children's education including the habituation method, the exemplary method, the advice method, and the punishment method.

Fundamental Changes and Their Impact on the Concept of Children's Education from Parents' Interpretations

Education as a purposeful activity has its complexities and goals, and its process should be equipped with pedagogical principles. In the presented study, based on the authors' interviews with the subjects, the authors’ aim is to identify the prevailing educational views of parents in the upbringing of their children; the views of grandparents in the upbringing of their grandchildren, and the critical moments influencing their conscious decision-making and behaviour related to their beliefs as parents and grandparents. Qualitative research tools were used to obtain research material, namely unstructured and subsequently semi-structured interviews. The strategy of the constant comparison method was applied in elaborating the research material. The research was carried out in Slovakia and the Czech Republic and was attended by parents and grandparents (total number: 11) of children and grandchildren aged 2-6 years. The findings show that parents' and grandparents' beliefs about the definition and meaning of education coincide in many aspects. On the other hand, they differ significantly in other aspects, such as destructive influences on the child or the beginning of education. From the theory derived from the research, the fact emerges that the belief and the forming educational thinking of the subjects of the research are influenced by the specific experience in raising their children and, at the same time, the education experienced during childhood. This fact is primarily based on the identified interrelationships between the individual categories of the investigated phenomena, while it is based exclusively on the statements of the subjects of this longitudinal research.

The Role of Peer- and Self-Appraisals in the Association Between Maltreatment and Symptomatology.

Recent research highlights the use of artificial boundaries between distinct types of adverse experiences, including forms of maltreatment. Commonly-utilized methods that isolate the impact of one maltreatment subtype over others and fail to consider the often co-occurring nature of maltreatment may not adequately capture the complex heterogeneous nature of maltreatment and may obscure understanding of developmental pathways. Moreover, childhood maltreatment is associated with the development of maladaptive peer relationships and psychopathology, with negative conceptions of relationships identified as a risk pathway. The current study utilizes structural equation modeling to examine the impact of an adapted threat versus deprivation framework for conceptualizing maltreatment via children's negative conceptions of relationships, which have not been previously tested as mechanisms in the context of this conceptual framework. Participants included 680 socioeconomically disadvantaged children who attended a week-long summer camp. Multi-informant methods were used to assess children's symptomatology and interpersonal functioning. Results did not support differences between threatening versus depriving maltreatment experiences, but indicated that all groups of children who experienced maltreatment, including those enduring both threatening and depriving experiences, showed more maladaptive functioning and more negative conceptions of relationships relative to non-maltreated peers. Results of the current study support the mediating role of children's appraisals of the self and peers in the effect of maltreatment on children's internalizing and externalizing symptomatology.

Know Pain, No Pain? Preliminary Testing and Application of a New Tool to Assess Biopsychosocial Pain Concepts in Children.

To deliver tailored pain science education, assessing children's biopsychosocial pain concepts is necessary. As validated tools are lacking, a new tool is presented, the biopsychosocial pain concept matrix (BiPS matrix), which assesses children's biological, psychological, and social pain concepts in five domains according to the Common-Sense Model of Self-Regulation (Hagger and Orbell, 2003): (1) illness identity, (2) causes, (3) consequences, (4) duration, and (5) treatment. The present preliminary study aims to (1) assess the items' readability and understandability in cognitive interviews with N = 9 healthy children (9 to 19 years, M = 13.78 years, SD = 3.05; 44% female) and (2) pre-test the BiPS matrix within an online survey of N = 27 healthy children (9 to 19 years, M = 13.76 years, SD = 3.03; 56% female). Results revealed difficulties in understanding some items. Children's understanding increased with age. Age, chronic pain status, and pain in the social environment were positively associated with the BiPS total score, whereas the latter explained the most variance in pain concepts of children. Patient-focused methods such as cognitive interviews proved essential in testing the readability and understanding of items in children. Future studies are warranted to further validate the BiPS matrix.

Improving the Ability to Recognize Number Concepts through Number Card Media in Children Aged 4-5 Years

This study aims to investigate the improvement in number concept recognition ability using number cards in 4–5-year-old children in kindergarten. In this study, the action method was used. This form of study is a collaborative study of classroom activities. The study subjects were one teacher and 15 children aged 4 to 5. The data collection methods of this study are observation, interview, and documentation. This study was conducted in two cycles, each cycle consisted of two meetings, and each cycle consisted of four stages: planning, execution, observation, and reflection. The results of this study indicated that learning to recognize the concept of numbers through the media of number cards in children aged 4-5 years at Kindergarten has increased. According to the study results, the child's ability to recognize the numbers 1 to 10 symbols increased with each cycle. Based on the data of this study, the child's number concept recognition ability using number card carriers increased by 18.2% in cycle I and cycle II, while second meeting out of 33% in cycle I and cycle II. It increased by 3% per period. It indicates that 4-5-year-old children in kindergarten can develop their ability to recognize numbers through playing number cards. Keywords: Number Card Media, Kindergarten, Ability to Recognize Number

Critical Analysis of Commercialization of Surrogacy in India

The paper is centred on "Commercialization of surrogacy in India". This topic clarifies surrogate parents and their child's meaning, concept, and legal status. After that, it put forth various definitions of surrogacy. In the past two decades, India has emerged as a surrogacy capital and destination for couples from different countries. Fertility clinics operating across India and offering artificial insemination, IVF and surrogacy services to Indian citizens and foreign couples have increased dramatically. With the boom in surrogacy, complex legal and ethical issues are raised. Surrogacy is governed by diverse regulations worldwide, but such law generally has not been shaped by the perspectives of those involved. The incidence of surrogacy at national and international levels is increasing. Although infertility treatment is an excellent choice if the couple wants their genetic baby, it still requires more thought and different motions related to surrogacy worldwide. This paper deals with how surrogacy, medical technology, and at times a commercial operation also practices that establish kinship. It highlights various regulations brought by the government of India to regulate surrogate services. Different guidelines and rules brought across the period have been discussed with some regulation acts. This paper thus concludes after putting forth concluding observation followed by some suggestions and recommendations on the topic of surrogacy.

The concept of Children’s Television by Joan Ganz Cooney in the age of digital media

J.G. Cooney’s children’s television project from the late 1960s is still developing, subject to change and evaluation. It was based on the belief that television can teach. “Sesame Street” turned out to be the most successful educational program for preschoolers. It was the result of a common effort of educators, psychologists and television producers. After a few decades, in a changed media landscape, when the screens became more and more present, again we can say that they can teach. This is mainly due to the possibility of focusing the child’s attention through digital tools. The article uses the method of historical analysis. It is used on the media and communication research to determine the context and background of the facts studied. In this article, the basic historical sources are the 1966 report by J.G. Conney and the reconstruction of the original project of educational television for children. The author of the report herself encourages a historical analysis of the text and its consequences by re-issuing the report, this time in a digital form in 2019. J.G. Cooney based her model on three basic pillars: pedagogy, psychology and television workshop. However, the television as it was then was not as “invasive” as the contemporary media, although it had already evoked very critical assessments. This contributed, among other things, to the discussion on the need to ensure public interest in the media. One of its elements is the use of technology for educational purposes. Today, children fulfill their developmental needs with the help of other tools and digital technologies hermetically fill their living environment. This situation is much more urgent than at the time of the creation of “Sesame Street” where many families (e.g. poor or immigrant ones) did not have such a wide access to technology. When creating the concept of using digital tools in education, the first project by J.G. Cooney should be treated as a key inspiration for creating a new model. As with the educational television project, in order to achieve the didactic goals, the cooperation of educators, psychologists and ICT specialists is needed. Only proper pedagogical planning can ensure success in the use of digital tools in didactics.

I may not like you, but I still care: Children differentiate moral concern from other constructs.

In industrialized societies, adults exhibit stable preferences for the types of people, animals, and entities they feel moral concern for (Crimston et al., 2016). Only one published study to date has utilized the moral circles paradigm to examine these preferences in children, finding that as children age, their preferences shift to become more similar to adults' (Neldner et al., 2018). However, it is currently unclear whether children's conceptualization of moral concern differs from that of other related social constructs. The aim of the current study was twofold: first, to test the moral circles paradigm in a new sample of children to see whether published patterns of moral concern could be replicated and, second, to investigate whether children distinguish moral concern from the related constructs of liking and familiarity. Australian children aged 4 to 10 years old (N = 281; 143 boys, 138 girls; predominantly middle class) placed 24 pictures of human, animal, and environmental entities on a stratified circle according to how much they cared, liked, or knew about the targets. We found similar patterns of moral prioritization to previous research (Neldner et al., 2018), replicating both stable preferences and age-related changes in children's moral concern for others. Crucially, we extend these findings by showing that children distinguish how much they care about entities from their levels of liking and knowing about them. This suggests children differentiate between moral concern and other social constructs early in development and display distinct patterns of prioritization when evaluating everyday entities according to these judgments. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

ВИКОРИСТАННЯ ТРЕНІНГОВИХ ТЕХНОЛОГІЙ ДЛЯ ПІДЛІТКІВ В УМОВАХ РЕКРЕАЦІЙНО-РОЗВИВАЛЬНОГО СЕРЕДОВИЩА

Background. The article examines the training technologies use peculiarities in a temporary group in the children's camp recreational and developmental environment and their role in the adolescents' psychological potential development and actualization. Methods. The test "Detecting sociometric status (method of J. Moreno) and the test of emotional intelligence (N. Hall) results are presented. Results. The basis of training technologies is the constructive interaction between a practical psychologist and teenagers' group, which combines competence and transformational approaches. The author's program concept for the adolescents' psychological potential development (authors: T.I. Svatenkova and O.V. Svatenkov) is revealed and the longitudinal study results dedicated to the training technologies implementation in a temporary children's group in a children's camp are highlighted. The personality development in a temporary children's group concept using training technologies in the children's camp recreational and developmental environment conditions, it takes into account the psychosocial, culturalintellectual and neurophysiological aspects of the recreational and leisure process, combining an individual approach to the individual. The recreational and development environment's potential study was conducted in 2017–2022. A comprehensive psychological diagnosis was carried out with children during this period, a training program for the adolescents' psychological potential activation and development was planned, developed and implemented. Combining the recreational and developmental period of the teenagers' stay in the camp with training classes, accordingly coordinated in purpose's terms, tasks and functions, a person-oriented competence approach to working with children and the transformational interaction concept, already at the first stage certain changes in behavior became noticeable, which proved long-term research of sociometric status and emotional intelligence. Conclusions. The study results show the effectiveness of using training technologies with teenagers in the recreational and developmental environment conditions, which is recorded by changes in the teenager' sociometric status and the emotional intelligence development.

Linguagem escrita e Linguagem musical: relações entre as concepções precoces de aprendizagem das crianças

This article aims to relate children's early conceptions about the written process in language and in musical language. Considering the similarities between music and language (Bartoli, 2020), we relate the reading processes, from early conceptions, and present a proposal of di-rect identification between the phases and reading strategies (writing and musical). We car-ried out an interdisciplinary literature review including the areas of Musical Cognition (Fire-man, 2010; Sloboda, 2008), Music Education (Boal-Palheiros, & Boia, 2020), and Psychology of Learning (Alves Martins, 1998, 2019, & Ehri, 2005), and we observed a close relationship between them. We conclude that there is a direct link between the language structures, their learning process, and, mainly, between the precocious conceptions of the children both in the conventional reading of the mother tongue, here treated as written language, and in the mu-sical language, comprising reading of the score.

Thomas Kuhn and Science Education: Learning from the Past and the Importance of History and Philosophy of Science.

Beginning 60years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his Structure of Scientific Revolutions (Kuhn,1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.

Arithmetic thinking as the basis of children's generative number concepts

Predominant psychological theories of number acquisition posit that children acquire natural number concepts as they acquire the successor principle, or the knowledge that every natural number is succeeded by another natural number that is exactly-one more than it. However, exactly how children acquire the successor principle remains largely unexplained. Recently developed ideas within this family of theories posit that an abstract recursive successor function is acquired from the recursive structure of number words; however, the types of recursion underlying the successor function and number words are distinctively different (one is a self-referential function and the other is a self-embedded structure), making it difficult to theorize how one type triggers the acquisition of another. Moreover, our analysis of the literature questions if the knowledge about the successor principle is even empirically measurable. Here, we argue that number acquisition is a process of understanding a generative rule that governs the system of natural numbers and point out that the successor principle is not the only generative rule that governs the natural number system. We propose an alternative hypothesis that generative number concepts emerge from children's realization about how the combinatorial rules of numerals allow arithmetic (specifically additive and multiplicative) representations of quantity. Importantly, under addition and multiplication—which are historically rooted in concatenation and grouping of physical objects—natural numbers are mathematically closed. As a corollary, the system of infinitely generative natural numbers is conceptualized. This new theoretical framework allows the construction of novel empirical questions and testable hypotheses based on the formalized rules of numerical syntax and numeration systems, and therefore opens a new avenue for studying later stages of children's acquisition of number concepts.

Speaking of Kinds: How Correcting Generic Statements can Shape Children's Concepts.

Generic language (e.g., "tigers have stripes") leads children to assume that the referenced category (e.g., tigers) is inductively informative and provides a causal explanation for the behavior of individual members. In two preregistered studies with 4- to 7-year-old children (N = 497), we considered the mechanisms underlying these effects by testing how correcting generics might affect the development of these beliefs about novel social and animal kinds (Study 1) and about gender (Study 2). Correcting generics by narrowing their scope to a single individual limited beliefs that the referenced categories could explain what their members would be like while broadening the scope to a superordinate category (Study 2) uniquely limited endorsement of gender norms. Across both studies, correcting generics did not alter beliefs about feature heritability and had mixed effects on inductive inferences, suggesting that additional mechanisms (e.g., causal reasoning about shared features) contribute to the development of full-blown essentialist beliefs. These results help illuminate the mechanisms by which generics lead children to view categories as having rich inductive and causal potential; in particular, they suggest that children interpret generics as signals that speakers in their community view the referenced categories as meaningful kinds that support generalization. The findings also point the way to concrete suggestions for how adults can effectively correct problematic generics (e.g., gender stereotypes) that children may hear in daily life.

Picturing safety and danger: Children's perspectives in rural Sierra Leone

The question of dangers and safety in children's lives has become a matter of increasing concern. This paper aims to contribute to the discussion in this field and elaborate on children's experiences of risks and dangers in the context of chronic poverty. Drawing on the post-humanism approach, we argue that children's conceptions of risks and dangers emerge through their active and mutual exchange with other human and non-human beings such as rivers, trees, animals and insects, however, these perceptions should be carefully placed within the local socio-economic context of poverty and social hierarchy.

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

Recent studies in neuroeducation highlight the benefits of teaching children about how the brain works. However, very little is known about children's naive conceptions about the brain. The current study examined these representations, by asking 6–10 year-old children (N = 257) and adults (N = 38) to draw a brain and the inside of a belly as a control drawing. The drawings were scored using a content analysis and a list of graphic indicators was derived. First, all the graphic indicators used in the brain drawings were different from those used in the belly drawings, suggesting that children are able to distinguish these two organs. Second, with age, children depict (i) an increasing number of indicators, (ii) more complex indicators, (iii) indicators that are more anatomically correct, to depict the brain. There is an important evolution between 6 and 8 years-old but also between 10 years-old and adults. These results are discussed in relation to children's metacognitive knowledge and to their implications for neuroeducation.

Martin Luther King, Jr.’s Usage of the Concepts of Children of God and imago Dei as a Theological Foundation of Equality, Human Dignity and Human Rights

Abstract Martin Luther King, Jr. employs different theological concepts to substantiate equality and dignity of all human beings. Among these, the metaphors “children of God” and “image of God” feature prominently. While the children of God-concept is used widely in the African American religious and theological tradition, the occurrences of imago Dei are rather scarce in the generation of King and his teachers. This article reconstructs the usage of the concept of children of God – which is used in the New Testament context and thus often in orthodox Protestantism exclusively – as an inclusive universal anthropological concept in the Black religious tradition and its reception as well as adaptation in King’s own work. With regard to the theologoumenon of image of God, we will see that King starts to apply it differently beginning in the early 1960s, now explicitly using it as a foundation of human dignity and worth, and respectively, human rights. In many interpretations of King’s writings, it is overlooked that the usage of the imago Dei-concept was not at all common at this time. Sometimes the metaphor is retrojected in parts of King’s work, where it is not employed as a foundation of dignity. It is also not totally clear why King alters his theological argument at this time, but it is very likely that it is related to his exchange with George Kelsey and Abraham Heschel, who both employ the term as the basis for equality and dignity during this period. This development in King’s theology is an important step forward since in mainstream Protestant theology this development does not take place until one or two decades later.

Indigenous Rights of Children among Agropastoral Communities in Southern Ethiopia

This article offers insights into the social and cultural rights that children are entitled to among agro-pastoral communities in Ethiopia. From an Indigenous, bottom-up perspective, children’s “unwritten rights” are not just part of the customary rights and cultural practices but also exemplify local epistemologies that subvert the universal conceptualization of rights. Based on ethnographic data from Guji in Ethiopia’s south, this article critically discusses the multiple rights and obligation that children have in communities that experience indigenous ways of life.

The concept of pain inventory for children: The reliability and validity study of the Turkish version

Background and purposePain experiences in childhood are very likely to be reflected in adulthood. The early evaluation of the concept of pain in children may eventually lead to.better patient outcomes in the future. Therefore, we aimed to culturally and developmentally adapt the Concept of Pain Inventory for Children (COPI) for Turkish children. MethodsThis descriptive, correlational study was conducted with 239 post-operative children aged 8–12 years between June and December 2021. The research adhered to COSMIN guidelines. The data were collected using a descriptive information form and the COPI. Factor analysis, Cronbach's alpha, and item–total score analysis were used for the data analysis. ResultsThe resulting unidimensional scale consists of 12 items in Turkish. The scale explained 65% of the total variance. The exploratory factor analysis showed that the factor loadings of items ranged from 0.64 to 0.91. The confirmatory factor analysis showed that the factor loadings of items ranged from 0.66 to 0.92. Goodness of fit indexes were found to be as follows: Normed Fit Index >0.90; Incremental Fit Index >0.90; Comparative Fit Index >0.90; and the Root Mean Square Error of Approximation <0.08. The total Cronbach's alpha coefficient of the scale was 0.78 (reliable). ConclusionsThe 12-item Turkish translation of the COPI was deemed valid and reliable in 8–12-year-old children in a post-operative setting. Practice implicationsEvaluation of children's pain concepts during childhood may contribute to the identification of conceptual gaps for pain science education.