Education Of Children Research Articles

Low birth weight and associated factors in rural population of Rajasthan, India

BackgroundLow Birth Weight (LBW) significantly affects childhood survival, with the socio-demographic characteristics (maternal age, child's gender, education, maternal diseases and others) contributing to it. The study aims to identify social determinants contributing to LBW, which can further be useful in developing local interventions to rectify the problem in an Indian rural context.MethodologyThe cross-sectional study was conducted in the Jalore district of Rajasthan, India. A total of 92 delivery cases, including LBW (n = 46) and cases with normal birth weight (n = 46), became part of the research. A pre-tested questionnaire collected information from study participant groups enumerating deliveries from selected Primary Health Centres (PHCs) related to LBW and non-LBW deliveries in a 1:1 ratio.ResultsThe study recorded a total of 1,251 deliveries, of which 63 resulted in the LBW (<2,500 grams), nine were premature, 12 were twin births, and 361 were normal weight deliveries (≥2,500 grams). LBW was prevalent in underprivileged communities within nuclear families, having an average birth weight of 2.12 kilograms. Reduced meal frequency (1–2 times a day) for women is also linked to higher LBW risk.ConclusionMany factors, like complications during pregnancy, awareness of pregnancy planning, and nutritional intake, are associated with the likelihood of LBW occurrences. Many maternal risk factors for LBW are modifiable through early detection by imparting education and awareness to pregnant women in their first trimester. The findings emphasize the significance of targeted interventions and awareness programs to address specific risk factors and improve birth outcomes in rural Indian communities.

Investigation of the Current Status of Music Teaching Ability of Special Education Teachers and Exploration of Professional Development Paths

With the increasing popularity of special education, music education has gradu-ally become an important part of education for children with special needs. This paper investigates the current status of special education teachers' music teach-ing abilities and analyzes the impact of factors such as teachers' personal quali-ties, educational environment and resource allocation, and policy support on their teaching abilities. The research finds that teachers' professional back-ground, teaching experience, and training history are key factors influencing the quality of music education. Moreover, the allocation of educational resources and government policy support also play a crucial role in enhancing teachers' teaching abilities.

Defining factors promoting successful virtual elementary school nutrition education: lessons learned during the pandemic

Abstract As obesity rates continue to rise, comprehensive nutrition education for children needs to be further expanded and optimized. Due to the COVID-19 pandemic, more virtual nutrition programs emerged to bridge the gap of social distancing and continue health education endeavors remotely, but there is conflicting data on preferred formats and elements that make these innovative programs most impactful. To identify community and pedagogical factors that define successful virtual elementary school nutrition education partnerships between academic medical centers and elementary schools, an existing in-person nutrition program in Milwaukee County was adapted to a virtual format during the COVID-19 pandemic. The first virtual learning program was conducted wIth 3rd grade students (N = 109) at two urban Milwaukee County elementary schools during the school year, and the second was conducted with students and families (N = 7) from the same schools during the summer with live virtual cooking sessions and farmers market stipends. Focus group discussions from teachers (N = 7) and families (N = 8) and nutritional knowledge quizzes from students (N = 80) were obtained. Statistical analysis of student quizzes revealed significantly lower nutritional knowledge after lessons were completed as compared to previous in-person lessons. Content analysis of focus groups revealed three main themes surrounding successful nutrition program implementation: support, community, and engagement. Support, community, and engagement should be leveraged synergistically to increase participant interaction with nutrition topics and drive successful elementary school health education programs.

A Systematic Review on Preschool Coding Education and Computational Thinking

This study aims to examine articles on coding education and computational thinking (CT) in preschool education within the international literature published between 2013 and 2023, based on various variables. In the context of the Turkish literature, there is only one systematic review that addresses coding studies during the preschool period, and it focuses solely on research conducted in Turkey. Therefore, this study, which reviews articles indexed in international databases, is considered important in terms of offering different perspectives to researchers in Turkey. The study employed a systematic review methodology. An electronic search was conducted to identify relevant studies, resulting in a total of 70 articles selected based on specific inclusion and exclusion criteria. According to the findings, the most frequently addressed concepts/topics in the reviewed articles were loops and sequences. It was also found that a variety of materials (e.g., coding blocks, mats, pictures, papers) were commonly used in teaching with unplugged coding tools. Among plugged coding platforms, ScratchJr was the most frequently used; among unplugged robotic tools, Bee-Bot was the most common; and among plugged robotic tools, Blue-Bot was the most prevalent. CT, coding skills, and cognitive skills were the most frequently examined variables. The most common overarching theme was education for young children using various subjects and instructional techniques. Based on the findings, recommendations were presented in five main areas: teachers, educational policies, tools and materials, research methods and techniques, and parental involvement. In conclusion, the findings of this study are expected to guide both practitioners and researchers in the field of early childhood education, particularly those working on coding and CT skill development.

The Role of Modern School Administration in Combating the Phenomenon of Student Violence within Schools (A Case Study of Nalut Schools)

The school administration is considered one of the most important departments that provide a service to the community in educating children and preparing them for the future to serve the goals and aspirations of their society The school, as a social institution, if well prepared, will become a beacon for society with its promising members and their moral and scientific capabilities. The tasks of the school administration have increased with the development of society in all fields, and its role is no more limited to the education of children and the management of school affairs, but it works to overcomes many negative phenomena that leak into schools, including the phenomenon of smoking among students, the phenomenon of bullying, the phenomenon of cheating in exams, and sometimes even tampering with school furniture. All these phenomena need a serious school administration that develops advanced strategies in managing affairs and maintaining progress and development. From this point of view, a school administration has a significant role in combating negative phenomena This research highlights the role of school administration in combating this phenomenon, with the educational programs it presented that contribute to reducing this phenomenon, and illustrates importance of the participation of all members of the administrative body, teachers and supervisors, as well as parents of students in supervision and addressing some negative phenomena in school before they spread among the students Thus, this research aims to spread sound awareness of the administration role in schools in the combat of these negative phenomena. It also aims to disseminate and clarify modern methods and strategies in school management The main research question was: How does the school administration confront the phenomenon of violence within the school? The research adopts an analytical descriptive approach to describe the phenomenon and analyzing its components. The limitations of this research were as follows: the spatial boundaries of the city of Nalut 2024, the sample was 15 schools in Nalut, and the number of sample members was 200 students who were randomly selected The research results were as follows: the phenomenon of school violence is not widespread to an extent which requires firm interventions. School violence is not limited to students only, but also to teachers and other workers in schools. No serious negative effects were observed on students, such as school dropout and class escape KEY WORDS: School Administration - School Violence (Bullying) - School - Students.

Lost Childhood in Mica Mine in Koderma, Jharkhand

This systematic review is about how mica mining affects the children who are growing up in Koderma, Jharkhand. Well, it is based on other research and reports, and it talks about how working in the mica mines as a child completely interferes with a child's education, health, and social development. Children are often forced to drop out of school to work in dangerous conditions, which contributes to the high dropout rate and lack of future opportunities. Physical ailments range from respiratory problems to injuries, but besides that, there is also a lot of emotional stress on the children involved. The review says that poverty forces families to rely on mica mining, which in turn forces children into exploitation. The situation requires immediate intervention, better education, health care, and economic opportunities for the families. That review also points out some holes in current research, namely mental health and the fact that current data on child labour in mica mining is out of date. It just reinforces the fact that everything possible should be done to secure the rights and welfare of children.

From kindergarten to primary school – Physical education as a support for students’ transition

The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structured interviews with 16 first- to fourth-grade teachers, observations of PE lessons and school environments, and field notes from school visits. A reflexive methodology and an abductive approach were employed to analyse the data, drawing on the concepts of continuity and discontinuity ( Dewey, 1938 ; Hogsnes and Moser, 2014 ). The findings indicate that PE in the early school years can play a supportive role in students’ transition from kindergarten to primary school through socialisation processes and bridging approaches in PE, thereby enhancing continuity in the transition process. Based on these findings, we argue that primary PE's emphasis on movement, play and social interaction offers valuable opportunities to support young students during this transition. To conclude, we suggest that PE can contribute meaningfully to students’ adjustment to school by balancing both stability and adaptation in the shift to formal schooling.

PERSPECTIVE OF PRESCHOOL EDUCATORS ON PHYSICAL EDUCATION: OVERCOMING CHALLENGES AND OFFERING RECOMMENDATIONS

Background: Incorporating habitual physical activity and building fundamental motor skills in preschool age indeed form a foundation for lifelong health and a healthy lifestyle where qualified preschool teachers can play a pivotal role in influencing this process. Purpose: The presented study aimed to acquire knowledge about preschool teachers' interest in teaching physical education. Methods: The study was conducted in March 2024, involving 112 female preschool teachers from 31 preschools across the Eastern part of Slovakia. An anonymous questionnaire likely encourages open and honest responses, contributing to the reliability of the data. Findings: Even though most teachers are aware of the importance of physical education in children's lives, and many of them are physically active themselves, its implementation is limited by the content of the State Education Program (ISCED 0), the lack of methodological materials and often the negative attitude of the children's caregiver. Conclusion: The results confirmed the need to re-evaluate the content of ISCED 0, especially in the sphere of required competencies, as well as the adjustment of study programs for early child education, where physical education and motor skills development are marginally significant. Furthermore, integrating non-traditional methods, such as bracing and sauna, can further diversify the physical education curriculum and contribute to a more comprehensive and dynamic approach that supports children's health. These methods add variety and motivation, making the learning experience more engaging for the children and the teachers.

Unequal Time Transfers: Between‐Sibling Inequality in Older Parents' Childcare Support in Korea

ABSTRACTObjectiveThis study investigates within‐family inequalities among adult children regarding their likelihood of receiving childcare support from older parents in South Korea.BackgroundOlder parents' childcare support is widespread and serves as a crucial resource for adult children with childcare responsibilities. Despite its importance, there has been limited research on the distribution of such parental time resources among adult children within a family, especially in East Asian contexts. This contrasts sharply with extensive studies on financial transfers.MethodThis study leverages data from the Korean Longitudinal Study of Aging (KLoSA) and employs linear family fixed effects models. It investigates how differential support from older parents among adult children varies by older parents' education, adult children's education, and gender.ResultsThe analyses reveal substantial heterogeneity based on older parents' education. Less educated parents tend to favor sons, especially among less educated children, with selective support based on education primarily affecting daughters. In contrast, more educated parents show a preference for daughters and do not differentiate based on their children's education.ConclusionThe study highlights the enduring influence of traditional gender norms amidst contemporary societal changes in South Korea. It also reveals that class and gender intersect in both the provision of support and its subsequent effects. Therefore, policies encouraging kin support for childcare should consider the potential negative impacts on class and gender inequality that it entails.

The Role of Parents in Children's Learning Outcomes and Character (Case Study in Harapan Ummat Integrated Islamic Elementary School Ngawi)

A child's initial introduction to society is through their parents. The family, as a child's first educational environment, is critical in establishing the conditions required to advance through the stages of individual development reinforced in the school setting. As a result, further research on parents' roles in their children's education is required. This study aims to (1) analyze the role of parents in children's learning outcomes; (2) analyzing the role of parents in the character of children; (3) describe the annual activities of Harapan Ummat Integrated Islamic Elementary School in developing parents' knowledge of children. This study used a qualitative descriptive method. Data sources were obtained from 84 students and three teachers at Harapan Ummat Integrated Islamic Elementary School. Data collection was conducted through interviews, observation, and documentation. Data were analyzed using triangulation techniques. The results of the study indicate that parents are the main driving factor in the development of children's intelligence and character. Annual activities held at Harapan Ummat Integrated Islamic Elementary School include parenting seminars, family gatherings, and regular meetings between parents, which are appropriate strategies for establishing interactive communication to develop learning outcomes and instill character in students.

Parental concerns about the long‐term impacts of Covid‐19 pandemic restrictions on the health, education and development of their children with Down syndrome: A qualitative analysis

Abstract The Covid‐19 pandemic significantly limited access to vital services and resources required to support the health, education and development of neurodivergent children, especially children with Down syndrome (DS). We undertook qualitative analysis of responses to open‐ended questions exploring caregiver (n = 194) concerns about the impact of the pandemic restrictions on their children with DS. Results showed that parents were concerned about their child's mental and physical health during lockdowns, and reported that children found the social isolation and lack of routine particularly challenging. Restrictions also raised ongoing longer‐term concerns. Parents reported that limited social contact affected the development of children's communication and social skills, and fewer group activities impacted weight and motor development. School closures affected academic progress and development of the skills required to navigate a classroom environment. Restricted access to healthcare services delayed diagnosis and treatment, and cancelled therapies disrupted speech and motor development; ongoing disruptions continued to limit opportunities to mitigate concerns. The interlinking impacts of multiple restrictions compounded the challenges, highlighting the importance of accessible social resources and system‐wide support for the health and development of neurodivergent children. We urge practitioners, researchers and policymakers to collaborate with families to mitigate the long‐term implications of the pandemic for children with DS.

Current status of infant and toddler care, parenting stress, and childcare needs of working mothers: evidence from Anhui Province, China

ABSTRACT This study surveyed 526 working mothers in Anhui Province, China, examining their childcare arrangements, parenting stress, and childcare needs for children aged 0–3 using a demographic questionnaire, a parenting stress scale, and a childcare needs scale. Results show that mothers spend more time on childcare than fathers, relying heavily on grandparents during work. Latent profile analysis and ANOVA tests revealed that 16.54% experienced high parenting stress, often associated with multiple/younger children, lower income, and non-parental care. Urban, highly educated mothers with high stress and no grandparental support preferred formal childcare services, favoring public, affordable, nearby institutions offering both care and education for children over age two. Highlighting childcare dynamics in rapidly urbanizing societies, this study recommends providing grandparents with caregiving guidance, promoting fathers’ involvement, implementing supportive workplace policies, and developing high-quality public childcare services. These findings provide a valuable reference for improving childcare policies across diverse socio-economic contexts.

Parenting Styles And Gaming Duration In Adolescent Mental Health: A Cross-Sectional Study In Banten, Indonesia

Background: A national survey in Indonesia found that one in three adolescents faces mental health issues, with one in 20 diagnosed with a mental disorder in the past year. This study examines the relationship between online gaming duration, parenting styles, and adolescent mental health at SMA Negeri 1 Leuwidamar, Banten. Findings suggest that gaming dependence, especially with violent content, may trigger aggression and reduce social interaction. Policy recommendations include parental education on gaming impacts, time management, and promoting extracurricular activities, with schools collaborating to support adolescent mental well-being. Methods: This study employs a correlational design with a cross-sectional approach. It develops instruments concerning mental health and parenting styles to minimise memory distortion, utilising specific questions and allowing sufficient time for responses. Individuals conducted data collection without bias towards the hypotheses. The research population consists of all students in grades X and XI at SMA Negeri 1 Leuwidamar, totalling 494 students. The criteria for respondents are students in grades X and XI who enjoy online gaming, are in good health during data collection, and possess functioning devices. A sample of 91 respondents was selected from the population using purposive sampling.. Results: The findings reveal that nearly half of the respondents, specifically 48 individuals (52.7%), experience mental health issues. Additionally, the majority of respondents, 65 individuals (71.4%), spend more than 2 hours per day playing online games, and 51 individuals (56.0%) exhibit a democratic parenting style. Statistical tests indicate a significant relationship between the duration of online gaming and adolescent mental health, with a p-value of < 0.001, as well as between parenting styles and adolescent mental health, also with a p-value of < 0.001. Conclusion: This study underscores a significant interaction between the time spent on online gaming and parenting methods affecting the mental health of adolescents at SMA Negeri 1 Leuwidamar. The increasing dependence on online gaming complicates parenting challenges. Consequently, collaboration between schools and parents is essential to foster a supportive environment for mental health. Schools are advised to formulate policies regarding smartphone usage, while parents are encouraged to engage more actively in their children's education with a supportive approach.

INTERVENÇÃO COMPORTAMENTAL NATURALISTA NO CONTEXTO ESCOLAR: APLICAÇÃO DO CPRT PARA CRIANÇAS COM TEA EM DIFERENTES NÍVEIS DE SUPORTE

This article proposes an intervention model based on Applied Behavior Analysis (ABA), with an emphasis on the Classroom Pivotal Response Teaching (CPRT) methodology, aimed at the early childhood education of children with Autism Spectrum Disorder (ASD) in the three levels of support (1, 2 and 3). The model articulates structured and naturalistic practices, promoting the teaching of communicative, social, emerging academic skills and functional autonomy in school contexts. The intervention structure involves individualized functional assessment, planning based on personalized lesson plans (CPRT Lesson Plan), and strategies adjusted to the specific needs of each child, including the use of natural reinforcers, variation of instructions, visual support and augmentative communication. The article also discusses the importance of continuing education for education professionals and collaborative action between school, family and therapeutic team. Based on theoretical contributions from ABA, neurodiversity and naturalistic interventions, the model aims at effective, respectful and responsive inclusion, contributing to the meaningful learning and global development of children with ASD in early childhood.

Harnessing Large Language Models to Promote Attainment of ACGME Competencies in Child Psychiatry

Artificial intelligence and large language models (LLMs) such as ChatGPT are spurring both enthusiasm and trepidation within the medical education community. Here, we explore the application of LLMs in medical education in child and adolescent psychiatry in pursuit of the Accreditation Council for Graduate Medical Education (ACGME) Program Requirements for Graduate Medical Education. In particular, we demonstrate how one might leverage LLMs to achieve ACGME competencies in clinical skills in the major treatment modalities. We use the voice feature of the ChatGPT app to simulate a patient interaction during which the provider must engage in crisis intervention. We discuss the realistic nature of the scenario produced by ChatGPT, the ability of ChatGPT to serve as a clinical coach, and the opportunities afforded by prompt engineering. Interacting with LLMs throughout medical education in child psychiatry both promotes innovation and fosters an understanding of their limitations in clinical care. Fluency in the language of these models is of the utmost importance as their influence in health care continues to expand.

Developing Early Childhood Character In The Digital Era: Transition From Society 5.0 To Society 6.0

The transition from Society 5.0 to Society 6.0 presents significant challenges and opportunities in shaping early childhood character. This article aims to explore how technological evolution, particularly artificial intelligence, the Internet of Things, and robotics, influences the values education of young children. Using a qualitative literature review with an analytical-descriptive approach, this study analyzed open-access sources from 2019 to 2024, complemented by key foundational theories. The findings highlight the need for a holistic strategy involving schools, families, communities, government, and industry in shaping future-ready character. Key thematic areas include digital literacy, ethical technology use, emotional intelligence, and collaborative synergy across sectors. The study proposes a conceptual framework that integrates human values with digital advancements to support sustainable, inclusive character development in early childhood. These insights are expected to serve as a foundation for policy, curriculum, and innovation in early childhood education in the Society 6.0 era.

The Role of Teachers in Implementing Inclusive Education for Children with Special Needs in General School Enviroments

Inclusive education has become a global priority to ensure equal learning opportunities for all students, including children with special needs. However, in many general school environments, the implementation of inclusive education remains a significant challenge, particularly due to the limited readiness of teachers. This study aims to explore the role of teachers in implementing inclusive education for children with special needs in general school settings. A qualitative descriptive approach was employed, involving semi-structured interviews, classroom observations, and document analysis at three inclusive public primary schools in [Insert Location]. The data were analyzed using Miles and Huberman's interactive model, focusing on teachers' strategies, challenges, and institutional support. The findings reveal that while teachers generally have positive attitudes toward inclusion, many feel unprepared due to insufficient training and lack of resources. Teachers apply adaptive strategies, but systemic constraints, including limited collaboration and negative societal attitudes, hinder effective implementation. The study concludes that teachers play a pivotal yet constrained role in fostering inclusion, highlighting the need for enhanced training, structural support, and cultural change within schools. This research contributes to understanding the practical realities of inclusive education and offers insights for policymakers, school leaders, and teacher development programs.

The Dark Side of Batteries: Cobalt Mining and Children's Education in Sub‐Saharan Africa

ABSTRACTAlthough extractive industries have been associated with women's empowerment and lower infant mortality in Africa, this article provides evidence that the rapid increase in the demand for lithium‐ion batteries reduced the education rates of children living in cobalt mining villages in sub‐Saharan Africa. Children exposed to cobalt mining also exhibit slower cognitive and physical development than those living in noncobalt mining communities. The estimates are robust to spatial spillover effects and selective migration. This study highlights the need for policies that enforce child labor regulations in the cobalt mining sector, particularly because cobalt is crucial to technological development. Such policies can help mitigate the negative economic consequences for cobalt‐rich communities in the long run.

The role of the kindergarten building in providing a supportive environment for developing economic concepts among children from the teachers' point of view

The study aimed to identify the impact of kindergarten buildings in providing a supportive environment for the development of economic concepts among kindergarten children. The study population and sample consisted of (109) kindergarten teachers in the city of Najran in the Kingdom of Saudi Arabia, who were randomly selected from government kindergarten institutions. The study was conducted during the second semester of the academic year (2024/2025). The descriptive analytical approach was used, as the study included a questionnaire directed at kindergarten teachers to determine the impact of kindergarten buildings in providing a supportive environment for the development of economic concepts among children. The questionnaire included (8) paragraphs related to the role of kindergarten building in providing a supportive environment for the development of children's economic concepts. The researchers used the theoretical framework, previous studies, and specialized experience in the field of child education to develop the study tools. The results were processed using the SPSS statistical program, and the study reached the following conclusions: The educational building in kindergartens plays a positive and effective role in providing a supportive environment for developing economic concepts among children, from the perspective of kindergarten teachers largely in general. The study also reached some proposals and visions for developing appropriate capabilities and equipment in kindergartens to provide a supportive environment for developing economic concepts among kindergarten children.

Effectiveness of Shaping Techniques in Promoting Independence in Children with Intellectual Disabilities

According to the World Health Organization (WHO), 12% of children worldwide, or over 450 million, had mental retardation in 2019, and that number is expected to rise to 15% by 2020 (Schalock & Luckasson, 2021), As per the Special Education Statistics of Indonesia for the year 2019–2020, 144,102 individuals, or 56% of the population, were enrolled in both public and private special schools. With 12,007 children, Central Java Province comes in second (Pusdatin Kemendikbud Indonesia, 2020). In 2020, the Grobogan Regency had a population density of 736 persons per km³, and 1,596 of those children had intellectual disabilities (Central Java Village Information System, 2022). Objective: to use shaping techniques to assess how much mentally retarded children's self-development education has become more independent. Research methods: This study employed a quasi-experimental pretest-posttest design involving 45 children with intellectual disabilities. Results show a significant improvement in independence after intervention, with independence scores increasing from 55.6% to 75.6% (p < 0.05).” Conclusion: The effectiveness of modeling methods and engineering in guiding the self-development of mentally retarded children toward independence