Education Of Children Research Articles

Child Rights of Children with Disabilities

Approximately 16% of the global population have some type of disability. The Convention on the Rights of Persons with Disabilities defines disability as having a long-term physical, mental, intellectual or sensory impairment that interacts with the environment hinders one participation in society on an equal basis with others. Despite their privilege to equal rights and opportunities, children with disabilities often face discrimination and barriers to expressing themselves fully. The study aims to assess the existing knowledge regarding the right of children with disabilities among stakeholders. A total of 72 stakeholders involved in childhood disability were surveyed using a cross-sectional, exploratory research design. Individual interviews with semi-structured questionnaires were conducted. The findings revealed that 56% of respondents had limited or no awareness of the rights outlined for children with disabilities by the United Nations. Only 24% of stakeholders were familiar with existing educational policies aimed at facilitating the education of children with disabilities. The study highlights the urgent need for increased awareness and education among stakeholders regarding the guiding principles of UN child rights to promote the equitable treatment and inclusion of children with disabilities in society.

The Effectiveness of the (Jigsaw II) Strategy in Cooperative Learning in Developing Thinking Skills and Cognitive Assessment Competencies among Female Students Specializing in Child Education

The Effectiveness of the (Jigsaw II) Strategy in Cooperative Learning in Developing Thinking Skills and Cognitive Assessment Competencies among Female Students Specializing in Child Education

Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities

AbstractIn accordance with the 2030 Sustainable Development Goal for Education, to promote equitable access and inclusive education for all, it is critical to explore if educational technologies can be used effectively by children with Special Educational Needs and Disabilities (SEND). It has been argued that educational technologies need to be tailored to the individual needs of children with SEND, otherwise they can create new layers of exclusion at school. The aim of this study was to examine the suitability of an interactive, personalised, educational technology, designed to support the learning of foundational skills, that is being introduced in several countries worldwide, for use by children with SEND. A participatory formative evaluation was conducted with ten academic experts in SEND. Each expert interacted with the technology individually, then gave written feedback through a semi-structured review form, before engaging with the other experts in an online group discussion. Qualitative data were analysed by reflexive thematic analysis. Six themes emerged pertaining to the strengths of the educational technology and areas of weakness where improvements are needed to support children with vision impairment, hearing, and functional difficulties through recommended hardware, and software updates, and by considering how the technology could be used to boost children’s motivation, and the role of the teacher in supporting children with SEND to use the technology effectively. Implications for instructional design decisions, based on research evidence, are considered for promoting equitable access and inclusive education for children with SEND through technology-supported personalised learning platforms.

Clinical consensus recommendations for the non-surgical treatment of children with Perthes' disease in the UK.

The aim of this study was to produce clinical consensus recommendations about the non-surgical treatment of children with Perthes' disease. The recommendations are intended to support clinical practice in a condition for which there is no robust evidence to guide optimal care. A two-round, modified Delphi study was conducted online. An advisory group of children's orthopaedic specialists consisting of physiotherapists, surgeons, and clinical nurse specialists designed a survey. In the first round, participants also had the opportunity to suggest new statements. The survey included statements related to 'Exercises', 'Physical activity', 'Education/information sharing', 'Input from other services', and 'Monitoring assessments'. The survey was shared with clinicians who regularly treat children with Perthes' disease in the UK using clinically relevant specialist groups and social media. A predetermined threshold of ≥ 75% for consensus was used for recommendation, with a threshold of between 70% and 75% being considered as 'points to consider'. A total of 40 participants took part in the first round, of whom 31 completed the second round. A total of 87 statements were generated by the advisory group and included in the first round, at the end of which 31 achieved consensus and were removed from the survey, and an additional four statements were generated. A total of 60 statements were included in the second round and 45 achieved the threshold for consensus from both rounds, with three achieving the threshold for 'points to consider'. The recommendations predominantly included self-management, particularly relating to advice about exercise and education for children with Perthes' disease and their families. Children's orthopaedic specialists have reached consensus on recommendations for non-surgical treatment in Perthes' disease. These statements will support decisions made in clinical practice and act as a foundation to support clinicians in the absence of robust evidence. The dissemination of these findings and the best way of delivering this care needs careful consideration, which we will continue to explore.

Child immunization status according to number of siblings and birth order in 85 low- and middle-income countries: a cross-sectional study

Identification of unvaccinated children is important for preventing deaths due to infections. Number of siblings and birth order have been postulated as risk factors for zero-dose prevalence. We analysed nationally representative cross-sectional surveys from 85 low and middle-income countries (2010-2020) with information on immunisation status of children aged 12-35 months. Zero-dose prevalence was defined as the failure to receive any doses of DPT (diphtheria-pertussis-tetanus) vaccine. We examined associations with birth order and the number of siblings, adjusting for child's sex, maternal age and education, household wealth quintiles and place of residence. Poisson regression was used to calculate zero-dose prevalence ratios. We studied 375,548 children, of whom 13.7% (n=51,450) were classified as zero-dose. Prevalence increased monotonically with birth order and with the number of siblings, with prevalence increasing from 11.0% for firstborn children to 17.1% for birth order 5 or higher, and from 10.5% for children with no siblings to 17.2% for those with four or more siblings. Adjustment for confounders attenuated but did not eliminate these associations. The number of siblings remained as a strong risk factor when adjusted for confounders and birth order, but the reverse was not observed. Among children with the same number of siblings, there was no clear pattern in zero-dose prevalence by birth order; for instance, among children with two siblings, the prevalence was 13.0%, 14.7%, and 13.3% for firstborn, second, and third-born, respectively. Similar results were observed for girls and boys. 9513 families had two children aged 12-35 months. When the younger sibling was unvaccinated, 61.9% of the older siblings were also unvaccinated. On the other hand, when the younger sibling was vaccinated, only 5.9% of the older siblings were unvaccinated. The number of siblings is a better predictor than birth order in identifying children to be targeted by immunization campaigns. Zero-dose children tend to be clustered within families. Gavi, the Vaccine Alliance.

A cross-sectional study on adherence to antiretroviral therapy among HIV-infected pediatric patients attending medical college and hospital, Kolkata

Background: HIV infection is a serious lifelong health risk, leading to increased illness and death. In children, adhering to antiretroviral therapy (ART) is crucial to reduce these harmful effects. Yet, due to the challenges of pediatric patients and the social issues related to HIV, sticking to ART can be difficult in this group. Aims and Objectives: The study was conducted to evaluate the adherence of pediatric patients to their daily ART dosages. We also tried to understand the causes that led to the failure to follow the scheduled dosages and evaluate how these factors affected our study population. Materials and Methods: We examined the adherence to ART in 49 patients, aged 2–15, who had been on ART for at least 12 months. They visited the ART center at Medical College and Hospital, Kolkata, between August 01 and September 30, 2022. Ethical clearance was granted by the Institution’s Ethics Committee. The participants were chosen through systematic random sampling. We collected data through interviews and chart reviews and analyzed it using SPSS version 19. Results: Out of the 49 participants, 34 (69.38%) adhered to ART in the preceding month. For the non-adherent patients (n=15), the main reasons included conflicting ART dosage timing with school hours and children falling asleep at dosing time. Most (53.1%) were in the 5–10 age groups, with 93.88% in WHO Stage 1 of the disease and 6.12% in Stage II. In 77.6% of cases, mothers were the primary caregivers, and 79.6% of caregivers were HIV positive. Many children (71.43%) were unaware of their disease. Out of the 31 children whose disease status was known to others, grandparents of 23 and siblings of 12 were aware. Six of these children faced stigma from relatives and neighbors. ART adherence was significantly associated (P<0.05) with the caregiver’s occupation (P=0.006), the child’s age when starting ART (P=0.001), parents’ AIDS-related deaths (P=0.003), and travel time to the ART center from home (P<0.02). Conclusion: Although most children adhered to their ART regimen, there is room for improvement. Caregivers, especially for younger children, play a crucial role. Empathetic education for caregivers and children, tailored to their age, along with regular adherence checks, can enhance medication adherence significantly.

ОСОБЛИВОСТІ ЕСТЕТИЧНОГО ВИХОВАННЯ МОЛОДШИХ ШКОЛЯРІВ У ЗАКЛАДАХ ПОЗАШКІЛЬНОЇ ОСВІТИ УКРАЇНИ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТОЛІТТЯ

The article is devoted to the peculiarities of aesthetic education of primary schoolchildren in out-of-school educational institutions of Ukraine at the end of the 19th ft the beginning of the 20th century. It is emphasized that the issue of aesthetic education of primary schoolchildren is very important in the current conditions of social development, when social contradictions are aggravated, national values and ideals are in the process of disappearing, and immoral behavior is widespread among young people. It is outlined that aesthetic education is aimed at attracting primary schoolchildren to the treasures of spiritual and artistic culture, to the world of moral values through the formation of aesthetic concepts, tastes, ideals. It develops the creative abilities of the individual and is closely connected with the cultural life of the society. It was determined that the Hlukhiv Music (Singing) School, Kharkiv Singing School, the Kamianets-Podilskyi art boarding school for rural children in the 19th century was directly involved in the aesthetic education of children. The significant contribution to the development of the theory and practice of aesthetic education of the Kyiv Regional Pedagogical Society «Prosvita» and teachers’ congresses is established. It is emphasized that at the beginning of the 20th century, the aesthetic education of primary schoolchildren was realized both within specially created out-of-school artistic and aesthetic education institutions (children’s clubs, children’s playgrounds, children’s theaters, libraries, art education centers, art studios, pioneer palaces etc.), and in institutions of social upbringing of children (orphanages, children’s villages, communities, colonies for orphans, semi-boarding schools, day centers, summer colonies).

HYGIENE EDUCATION OF CHILDREN AND ADULTS IN GALICIA (END OF THE 19th – 30s OF THE 20th CENTURY) IN THE CONTEXT OF THE PRESENT

The article analyzes the leading trends in hygiene education for children and adults in Galicia from the end of the 19th to the 1930s. It identifies the potential use of this historical experience in contemporary conditions in Ukraine. Emphasizing that the driving force behind hygiene education during the studied period included medical and social activists, educators, students, conscious peasants, women's movement activists, united in the Ukrainian Hygienic Society, «Narodna Lichnytsia» («People's Hospital»), Ukrainian Medical Society, «MedychnaHromada» («Medical Community»), «Vidrodzhennia» («Revival»), Ukrainian Pedagogical Society «Ridna Shkola» («Native School»), «Prosvita», «Akademichna Hromada» («Academic Community»), Petro Mohyla Society, «Silskyi Hospodar» («Farmer»), «Soiuzukrainok» (Union of Ukrainian Women), and other Ukrainian civic institutions. They directed their efforts towards combating infectious diseases, developing advisory activities, preventing the spread of infections, providing hygiene education for Ukrainians, maternal medical care, fighting infectious diseases such as tuberculosis, and more. The conclusion is drawn that effective forms, original mechanisms, and means of mass hygiene education for children and adults were created during the researched period, significantly influencing public health. Similar initiatives were undertaken by Polish civic societies (sometimes Polish and Ukrainian societies collaborated in the fight against tuberculosis). In the context of the spread of the COVID-19 coronavirus and wartime conditions, the analysis of this pedagogical retro-experience is projected onto the development of a scientific concept of hygiene education. This involves substantiating theoretical approaches to studying this issue, creating a comprehensive state program aimed at preventing infectious diseases, restoring the gene pool of Ukrainians, formulating clear recommendations for adhering to hygiene norms and conditions, conducting educational preventive measures in educational institutions for children and parents, among the adult population, and providing information on the prevention and characteristics of the spread of infectious diseases in wartime conditions, and more. 

Nurturing Tomorrow's Minds: The Impact of Family Education on Holistic Child Development

This paper provides a comprehensive analysis of the impact of family education on child development, focusing on parenting styles, educational activities at home, the role of technology, and the emotional climate within the family. Through an exploration of authoritative, permissive, and authoritarian parenting styles, this paper examines their distinct effects on cognitive development, emotional growth, and social adaptation. Additionally, this paper delves into the significance of literacy development activities, mathematical reasoning games, and nature exploration in fostering children's cognitive and socio-emotional skills. Furthermore, this paper discusses the implications of digital technology and social media on children's cognitive and emotional development, emphasizing the importance of digital literacy and safe internet use. Moreover, this paper investigates how family harmony, stress management, and parental support contribute to children's emotional security and self-esteem. This paper concludes with insights into the critical role of family education in shaping children's holistic development and underscores the need for informed, intentional parenting practices to nurture resilient, confident, and emotionally healthy individuals.

교육대학원에 재학 중인 유아교사들의 ｢세계시민교육｣ 수업 수강 경험과 인식 탐색

Objectives This study is about how the recognition of early childhood teachers enrolled in the graduate schools of education has changed throughout global citizenship education(GCE) classes and to explore GCE experience in teacher community activities. Methods For this study, ‘A seminar to empowerment early childhood educations’ Global Citizenship Education’ had opened for 15 weeks in the first semester of 2022. This seminar was targeting 24 early childhood teachers who are studying S University graduate school of education, which is in the metropolitan area. All the data had been collected and analyzed by individual student reviews of a group interview, a field trip, a special lecture, and an open questionnaire made by previous students. Results The global citizenship education(GCE) class experience is divided into ‘Start to change from me first’, ‘Recognition of togetherness’, and ‘Reciting diversity and putting oneself in someone else’s shoes. The meaning of GCE has been defined in three sections through this study: essential training for growth and mutual responsibility; basic education, which needs to be taught since infancy; and education for making a better world. Conclusions The global citizenship education targeting early childhood teachers had the meaningful output of improving understanding of GCE and encouraging a global citizen mindset. Therefore, graduate school of education and higher education institutions need to organize a lecture to reinforce global citizenship education for current and future children’s educators. Additionally, there is a need for a support plan from various perspectives so that children’s educators can keep practicing GCE in the education field, such as training teachers and running a teacher community for GCE.

Improving the Quality of Children's Faith Formation through Catechesis for First Communion Preparation in the Parish with a Holistic Approach

This study aims to evaluate and improve the quality of children's faith formation through catechesis preparation for First Communion in the Parish. The research method is descriptive quantitative, with data collected using surveys through Google Forms. The study population consists of parents or guardians of children preparing for First Communion, with a sample of 23 respondents. Data analysis uses descriptive statistics. The findings indicate that catechesis activities and children's experiences preparing for First Communion significantly impact the quality of children's faith formation. Most respondents reported positive experiences and perceived improvements in their children's understanding and practice of the Catholic faith. However, factors inhibiting optimal faith formation were also identified, particularly the need for increased parental involvement. The study recommends encouraging parental participation, providing necessary resources and guidance for active engagement in children's religious education. To enhance children's faith formation, collaboration between parents, churches, and catechists is recommended, along with establishing effective communication channels between these stakeholders.  

유아 기질의 부정적 정서성과 수줍음이 취학 전 유아의 학습준비도에 미치는 종단적 영향

Objectives The purpose of this study is to examine whether the negative emotionality and shyness of 3-year-old children's temperament have a longitudinal effect on the school readiness of 5-year-old preschool children mediated by sleep problems one year later. Methods Data from 1,415 households in the 5th (2012), 6th (2013), and 7th (2014) years of the Panel Study on Korean Children(PSKC) conducted by the Korea Institute of Child Care and Education were used. Correlation coefficients were calculated to determine the descriptive statistics and relationships of the main research variables, and structural equation models were analyzed to determine the paths between the variables. Bootstrapping was also conducted to test the significance of the indirect effects. Results It has been found that the negative emotionality of 3-year-old children's temperament not only directly influences the school readiness of preschool children at the age of 5, but also indirectly affects their readiness through mediating the sleeping patterns of children. However, while shyness has a direct impact on preschool children's readiness for learning two years later, its indirect effect was found to be insignificant. Conclusions This study confirmed the longitudinal effects of the negative emotionality and shyness of 3-year-old children's temperament and the children's sleep problems one year later in explaining the school readiness of 5-year-old preschool children. These results can be used to raise the importance of sleep in early childhood and to develop a range of measures to support children's readiness to learn based on their temperament.

The Role of Community Leadership in Combating Child Marriage for Promotion of Girl-Child Education in Jonglei State, South Sudan: A Case of Dinka Bor Community

Child marriage remains pervasive in many African societies and is strongly linked to culture and religion. It involves any marriage where one or both parties are under 18. Even though it refers to both girls and boys, an overwhelming number of informal and formal child marriages in Africa involve girls. Child marriage is a frequent and widely prevalent phenomenon in South Sudan, which occurs mainly in post-conflict settings. Statistically, 52% of South Sudanese girls are married before age 18, and 9% are married before age 15. The study adopted a qualitative case study design and focused on understanding the role of Dinka Bor community leaders and how they act in combating early marriage. The research techniques employed included observation, key informants, and in-depth interviews with community leaders. The study finds that girls are often denied school because of the cultural view that they are considered marriage materials necessary to acquire wealth in the form of bride prices. In addition, rural areas are worst affected, with few schools available located very far. Thus, it leads to frustration and school dropout. The study also establishes that it is not only culture that deters girl-child education, but poverty and social media are among the factors that drive child marriages in Jonglei State, South Sudan. Also, in the study, although legislations prohibit child marriages, the consent of the parents or guardian appears to be an undeterred factor that drives child marriage. In conclusion, community leaders appear to be playing a significant role in supporting government policies concerning child marriage and education in recent years

Relevansi Pendidikan Anak dalam Islam Perspektif Abdullah Nashih ‘Ulwan dan Kurikulum Merdeka di Sekolah Dasar

Abdullah Nashih ‘Ulwan presents views on educating children in Islam based on the teachings of Prophet Muhammad (PBUH) in the book "Tarbiyatul Aulad fil Islam". This book has been translated into various languages and serves as a reference for Islamic child education worldwide, including in Indonesia. The seven points mentioned in the book are faith, morals, physical education, intellect, spiritual education, social education, and sex education. The "kurikulum merdeka" or independent curriculum is the latest curriculum implemented since 2022. The curriculum change started from first grade and fourth grade and has been ongoing for two years, prompting researchers to focus on studying student textbooks in the fourth grade. This study aims to analyze the perspective of Abdullah Nashih Ulwan with the Islamic Religious Education and Character Education books used in Elementary Schools. This research is qualitative in nature, specifically library research, and the gathered data are analyzed using text and language analysis methods, namely content analysis. The results of this research show that there is relevance in the compilation of Islamic religious education and character education books for fourth grade in the independent curriculum, presented in ten chapters with six points previously proposed by Abdullah Nashih ‘Ulwan, while physical education is provided in a separate subject, namely physical education, sports, and health.

Pendidikan Anak dalam Perspektif Psikologi Pendidikan Islam

In early childhood development, psychology is an important component that an educator, especially an Islamic religious education teacher, must know. In today's open era, if a child does not have aqidah and strong faith, he will become a victim of social media which contains many elements of promiscuity. If this continues from day to day, year after year, it will hinder the correct understanding of the straight path and there will be great fear of losing one's identity as a Muslim. Therefore, educational methods are needed that are in accordance with a child's nature and in accordance with his or her soul so that he or she can grow into a person with noble character. The method of training children is the most important and most important thing. Children are a trust for their parents. Every child is born with a natural belief in the existence of God Almighty. So parents play an important role in educating their children religiously, in this case Islamic education that is appropriate to the child's development and psychology. Among the roles of Islamic Educational Psychology in children's education are: a) Developing children's responsible abilities and self-confidence; b) Establishing a good relationship between educators (parents) and children; c) Foster motivation in the child; d) educators already understand the methods that must be used when teaching; e) Children and parents can understand their respective duties and roles.

THE RELEVANCE OF RIGHT TO EDUCATION ACT. (RTE ACT.) 2009 FOR PROMOTING INCLUSIVE EDUCATION IN WEST BENGAL, INDIA

This paper explores the position of Inclusive Education in India, visualising on the relevance of the Right to Education Act. (RTE) of 2009 in fostering inclusivity within the education system. Through an examination of the key provisions of the RTE Act. and an analysis of its implementation, this paper discusses the progress made and the challenges faced in ensuring equal access to education for all children, including those with disabilities and from marginalised communities. As the ‘RTE Act 2009’, the law that provide the learners from the ages of 6-14 years the right to education for eight years i.e. up to class VIII, now it is the time to take accretion again on the standing position of the right to education of children who are amongst children with special needs or ‘children with disabilities’. A qualitative study has been conducted to understand the real scenario regarding the problems prevalent in the school for ensuring inclusiveness, the challenges faced by the teachers in reality who are the main responsible for ensuring inclusiveness in schools and the provisions of RTE Act, 2009 and also to explore the ways to resolve the situations as per the teachers’ opinion and drawing on existing literature and empirical evidence, recommendations and suggestions for the betterment of inclusive scenario in school. KEYWORDS: Inclusive Education, Right to Education Act (RTE) 2009, Child rights, marginalized communities, disabilities, School Education

Help to climb up: impacts of modern education among the Gǀui and Gǁana

Out of School Education and Training (OSET) launched in New Xade – the largest settlement for San in Botswana – in 2007. It is geared towards training children who dropped out of formal education. The present study aimed to describe the impacts of modern education among the Gǀui and Gǁana by comparing the practice of formal schooling and OSET. We conducted semi-structured interviews with school-aged children who dropped out of formal school, as well as with teachers from both the primary school and OSET. The interviews focused on the lives of school-aged children inside and outside of educational facilities. Children were asked about their reasons for dropping out of primary school, their perspectives on the activities at OSET and their expectations about their futures. Teachers were asked about their educational experiences, their assessments of child education and their expectations about their futures. We found that non-formal education such as OSET can provide opportunities for self-development for children who dropped out of formal education. Further, unemployed youth who had achieved secondary school qualifications found employment at OSET as teachers, thus increasing their self-reliance. Because the present research sheds light on previously unknown issues surrounding the education of Gǀui and Gǁana, it stands to contribute to the improvement of basic education policy in Botswana.

Research on the Promotion Mechanism of Sports Participation in Children and Adolescents Based on Social Cognitive Theory

This study aims to explore the promotion mechanism of children and adolescents' sports participation, based on social cognitive theory. By analyzing the theoretical framework of social cognitive theory, this study aims to gain a deeper understanding of the internal mechanisms of children and adolescents' participation in sports, and provide theoretical support for promoting their physical and mental health development. The study adopted various research methods, including literature review, expert interviews, observation, and teaching experiments, to systematically analyze the elements and promotion mechanisms of children and adolescents' participation in sports. The research results show that social cognitive theory plays a crucial role in interpreting children and adolescents' sports participation behavior, cognitive processes, and emotional experiences. In terms of practice, research has proposed multiple strategies, including innovating the teaching mode of physical education for children and adolescents, integrating sports training camps with social cognitive theory, and designing intervention programs for children and adolescents in sports participation based on social cognitive theory. Future research directions include providing diverse role models, encouraging diverse ways of social participation, and establishing a positive sense of social identity to further promote the practice and development of sports participation among children and adolescents.

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

ABSTRACT The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

Risk Factors for Overweight and Obesity in Later School-Aged Children: Focus on Lifestyle Behaviours and Psychosocial Characteristics

The study analysed the 12th wave (2019) of data from the Panel Study on Korean Children conducted by the Korea Institute of Child Care and Education. A total of 1174 children were selected as the subjects of the study. The results concerning the identifying factors influencing overweight and obesity in later school-aged children revealed that when compared to boys, girls were 1.66 times more likely to be overweight or obese. Moreover, for every one-hour increase in media usage time, the likelihood of being overweight or obese increased by 1.23 times, and for every one-point increase in body dissatisfaction, the probability of being overweight or obese increased by 2.07 times. However, among personality traits, neuroticism was associated with a 0.96 times lower likelihood of being overweight or obese. These findings underscore the significance of considering not only lifestyle factors but also psychosocial characteristics such as body dissatisfaction and neuroticism as predictive factors for overweight and obesity in later school-aged children, providing a basis for intervention.