General Child Development Research Articles

Breakfast consumption and associated factors and barriers among school-aged children.

Breakfast provides the energy and nutrition we need to function at best, both mentally and physically. It is also plausible to propose that children's general development is impacted when they skip breakfast. To assess the prevalence of breakfast consumption and associated factors and predictors among public primary school children in Debremarkos Town, Northwestern Ethiopia, 2020. A community-based cross-sectional study was conducted among school-aged children in Debremarkos, Northwest Ethiopia. A multistage random sampling technique was used to select 609 study participants. The children's parents were interviewed using a pretested, structured questionnaire. For the rest of the analysis, SPSS version 20 was used. Logistic regression analysis was performed to assess the factors associated with breakfast consumption. Statistical significance was determined at a p value <0.05. Out of the sampled children, 600 respondents participated in the study, for a response rate of 98.5%. The prevalence of regular breakfast consumption among school-aged children was 67.5%. Higher odds of regular breakfast consumption were found among respondents who were females (AOR = 1.72, 95% CI = 0.118-1.773), those who lived in high-income families (AOR = 7.33, 95% CI = 1.036-8.110), and those who had an educated family (AOR = 13.05, 95% CI = 0.019-13.1). However, lower odds of regular breakfast intake were found among respondents aged 9-12 years (AOR = 0.54, 95% CI = 0.369-0.79). Breakfast is a major health concern for school-aged children in Debremarkos city. Breakfast eating is associated with several factors; the most notable factor is being female, having a high income, and having an uneducated family. Therefore, to prevent children from skipping breakfast, stakeholders must move swiftly.

THE RELATION BETWEEN SMARTPHONE USAGE IN CHANGES OF OCULAR BIOMETRY COMPONENTS AND REFRACTION AMONG ELEMENTARY SCHOOL CHILDREN

Abstract&#x0D; Introduction &amp; Objectives : Digital media is currently being increasingly used in recent years. The development of the visual system begins as soon as a child is born through visual stimulation and interaction with the environment that develops comprehensively with the general development of children. Smartphone usage affects eye developmental process. Explain the effect of ocular biometry components and refraction change in elementary school children due to duration of smartphone usage&#x0D; Methods : A one-year cohort prospective study was taken on 6-8-year-old children in the selected elementary school in South Sulawesi, Indonesia divided into two groups focused on the duration of smartphone usage and its relationship to changes in ocular biometric components and refraction.&#x0D; Results : The ocular biometry will develop in 6 and 12 months. The axial length, corneal diameter, keratometry, central corneal thickness, anterior chamber depth increased, spherical equivalent experienced a myopic shift, while the lens thickness decreased. Smartphone usage of more 3 hours had a significant difference compared to smartphone usage less than 3 hours in changes in the axial length of the eyeballs at 6 and 12 months, spherical equivalent on examination 12 (p&lt;0.05), while other tests were not significant (p&gt;0.05).&#x0D; Conclusion : Smartphone usage more than three hours per day will cause a significant change in ocular biometry and refraction

. Problems of managing creative activity of primary school students in educational and extracurricular activities

Creative activity of primary school students is one of the pedagogical conditions for the general development of children of this age. This fact is recognized by both researchers and practicing teachers. At the same time, Russian teachers rarely organize creative activities in the classroom, more often this is done in classes of technology, fine arts, in extracurricular activities or at home under the guidance of parents. In this regard, the authors of the article set a goal to study the methodological foundations of the problem of managing the creative activity in primary school to analyze cases from the practice of primary school teachers on the organization of creative and research activities of pupils, to give recommendations for overcoming the difficulties identified. The key point of the research is to understand the nature of creativity as a human activity to create something new. Creative and research (project) activities of schoolchildren are interrelated, similar in nature, but differ in terms of procedure. During the analysis of the cases, there were identified problems in misunderstanding the essence of creativity, disorganization of primary school students’ creative and research activities, insufficient informational work with parents who help children to carry out projects, and some others. Recommendations are given on how to overcome difficulties.

Helping Parents Support Their Preschool Children’s Learning and Development Through SMS Messages: An Australian Pilot Study

Families are children’s first and most important teachers. However, their ability to support children’s learning and development at home varies due to knowledge, skills, and confidence. Family interventions aimed at increasing parents’ skills are labour-intensive and expensive. In contrast, text messages are low-cost and scalable. Text messages can provide bite-sized bits of information that remind parents of activities they can do in their everyday lives to support learning. Our pilot study replicated two studies from the United States of America (USA) using text messages to increase children’s language and literacy development. A mixed methods approach comprising a pre- to post-design and survey was used. Approximately 70 families with preschool children in the Australian Capital Territory received three text messages weekly for 18 weeks. Families were randomly assigned to either the language and literacy group or the control group that received general child development messages. Measurement of the impact of text messages on children’s language and literacy skills was not feasible due to COVID-19 constraints. We were able to measure parent knowledge and perceptions of the pilot project pre- and post-text messages. Parent knowledge in both groups moved in the right direction, and approximately 90% of parents reported that the text messages were useful and would recommend the program to other parents. Parents found both sets of texts equally valuable. Our study included highly educated and high-income families, while previous research in the USA were comprised of disadvantaged families. Our findings suggest that text messages about early language and literacy, and general child development are useful to all families.

DOES PHYSICAL LITERACY PREDICT ACADEMIC ACHIEVEMENT IN ADOLESCENT STUDENTS?

There is an assumption that fostering PL in young students can enhance performance and achievement in other areas of the curriculum. However, evidence supporting this relationship is missing. The purposes of this study were to verify whether physical literacy (PL) is correlated with academic achievement (AA) in adolescent students and whether PL predicts AA across time. A cohort study was conducted with 122 adolescents. Participants were assessed at baseline and 5 months later. PL was determined in terms of psychomotor domain (motor competence, physical activity level, musculoskeletal fitness and body composition). AA was measured at both time points and determined using writing, reading and math scores in standardized tests. Pearson correlations and regression analysis between PL and AA were performed. No significant correlations were found between PL and AA. Regression analysis revealed that PL did not predict AA across time. This study indicates that PL does not predict AA in adolescent students across time. Regardless, we encourage the promotion of PL in physical education classes and educational settings due its importance for general development of children and adolescents, including aspects of health and behaviour.

System of Admission of Students to Institutions of Secondary Education in Orenburg in Second Half of 19th — Early 20th Centuries

The authors make an attempt to trace the requirements for the level of training of children entering secondary educational institutions in the city of Orenburg in the second half of the 19th — early 20th centuries. As educational institutions, institutions subordinate to various departments were chosen — the Ministry of Public Education, the Department of Institutions of Empress Maria, and the military department. The purpose of the undertaken study is to analyze the degree of intellectual and general development of children of the privileged and urban classes who are preparing to study in secondary school. Based on numerous published and unpublished sources (regulatory legal acts, narratives, statistical materials, archival office documents, etc.), the authors study the skills and abilities necessary for first graders. As a result, the researchers come to the conclusion that the requirements for applicants are quite high. Compared to modern first-graders, children entering secondary education institutions had to not only be able to read, write and count, but also demonstrate broad awareness of the world order around them, know at least one foreign language. In addition, an important role was assigned to the knowledge of the Law of God, which was an indispensable component of school education. Significantly increased, in comparison with the pre-reform era, the requirements for applicants were the result of global transformations that took place in the socio-economic sphere of the Russian state under the influence of the Great Reforms of Alexander II.

ПІДТРИМКА ТА СУПРОВІД УКРАЇНЦІВ В УМОВАХ ВОЄННОГО СТАНУ

The article examines the essence of the work of social workers and organizations regarding the issue of support and accompaniment of parents and children under martial law. The military invasion of the aggressor country on the territory of Ukraine in February 2022 led to the fact that the residents of Ukraine had to leave their homes. They have become forcibly displaced persons who need the protection and support of their state and the states of other countries. The main necessary points for forcibly displaced persons are highlighted. Ways to improve work in the direction of supporting Ukrainians in Ukraine and Germany have been selected. In the conditions of the war, the issue of creating a comfortable educational environment and organizing the educational process becomes important, especially for those children who have suffered psychological trauma. It is necessary to promote comprehensive harmonious social adaptation, to create effective health-preserving programs for the general development of children affected by the war. The peculiarities of the development of the social sphere of society, the complication of the social life of citizens as a result of the social, economic and political crisis of the state require progressive approaches in the training of specialists. The professional training of a social work specialist is based on qualification requirements that combine a set of professional requirements, characteristics, indicators, values, roles, functions, etc. The provision of social services in Ukraine requires different categories of citizens. Today, there is practically no sphere in society that would not be covered by innovative processes to one degree or another. The social sphere is one of those spheres where innovation is simply necessary. After all, innovation is the search for new, more effective, rational ways of solving problems, without them we will remain where we are. And asking questions requires new approaches. Technologization of social work is a reflection of the civilized way of solving social problems of society and man. It always has an innovative, creative character, being connected with the constant search for more perfect, and therefore more effective and economical ways of using human resources, his creative potential.

Early home learning environment profiles and their contribution to child development in Chile

The home learning environment (HLE) is a significant factor in children's development. This study uses the Chilean Early Childhood Longitudinal Survey of children 6 months to 5 years old (n = 12,898) to address the role of the home learning environment. Factor scores from factor analysis were used in latent profile analysis to identify HLE profiles and predict children's general development, language and socio-emotional outcomes. Four home learning environment profiles were revealed: a low-interaction and low-resources group (Inattentive), a high-interaction and high-resources group (Nurturing), an average-interaction but low-resources group (Warm), and a low-interaction and high-resources group (Instructional). Very high and very low profiles yielded different child development results, but in mixed profiles, vulnerabilities in one dimension seemed to be compensated by strengths in another. Controlling for pretest scores and demographics, the profiles predicted a small portion of variance in children's development skills two years later.

Інформаційні технології в освіті дітей з особливими освітніми потребами.

The given article presents the results of a study analyzing the peculiarities of information technology in the education of children with special needs. The task of increasing the efficiency of the educational process is set nowadays before the modern special school. The article reveals the peculiarities of application of information technology in education of children with special regarding the compensation of physical disabilities with the help of the latest learining techniques. The article analyzes the principles and tasks of application of information technologies in correctional-restorative and correctional-developmental work. In the field of inclusive education, information technology can help children with special educational needs to realize the right for education, discover their potential and self-realisation as individuals in society. The use of information technology in the education of children with special needs contributes to the development and correction of psychophysical processes: memory, motility, thinking, and space orientation. The application of information technology in correctional education allows to optimize the pedagogical process, individualize the learning of children with special educational problems and significantly increase the effectiveness of any activity. The use of computers, multimedia and information technologies as didactic tools help to increase children's motivation and interest in the process of completing tasks. Modern technical devices allow to design fundamentally new pedagogical technologies that promote the activation and effective functioning of compensatory mechanisms to correct various disorders, speech development, and also general development of children. The didactic materials, new subject-based learning environments, and samples of new objects with the orientation on information technology should take into account the psychophysical and cognitive characteristics of children with special educational needs and types of leading activities for each age group. Also, when organizing children's work on the computer, it is necessary to pay attention to compliance with sanitary and hygienic standards.

FEATURES OF STUDYING LYRICS IN LITERATURE LESSONS

Methodical approaches to the study of lyrics in literature lessons are disclosed in the article, in particular, its role in the formation of literary competence in students of general secondary education institutions. It is noted that lyrics are the most mobile of all genres of literature and have the greatest potential in shaping the emotional sphere of students and great educational opportunities. Various methodical algorithms for the study of lyric poetry are analyzed, in particular, the fact that lyrics are divided into civil, or political, philosophical, intimate, or personal, landscape, according to the subject matter and leading motives.According to the structure and method of organizing the material, lyrics are divided into reflexively expressive, narrative, and descriptive. In addition, there are also mixed structures of lyric works, that is, those that have features of all types. Studentsʼ perception and understanding of lyric works is determined by many factors: features of lyric poetry; the originality of the poetʼs artistic manner; the character of the ideological content of the works; general development of children, their life experience.The generic features of lyrical works determine the specificity of their study, which is associated with a number of related problems. One of them is the analysis of the image of the lyrical hero. The second problem of studying poetry is its poetic form (the peculiarity of the poetic language, its feet and size, strophic structure, etc.). Reading a work in class is a very important stage of its analysis, and for some types of lyrics it is also the main one. Pupils receive the first emotional impressions, on which the perception of poetry in general depends to a large extent. An important problem in the study of lyrics is its poetic form (the peculiarity of the poetic language, its feet and size, strophic structure, etc.). Lyrical works are somewhat difficult to perceive not only by teenagers, but often by high school students as well, therefore it is very important to create conditions for students to experience as fully as possible the feelings expressed in the studied poetry, to be imbued with thoughts. For this purpose, various methodological techniques are used. Studentsʼ interest in lyrical works must be constantly developed.&#x0D; Keywords: lyrics; lyrical works; literature lesson; lyrical hero; author; rhythm; content and form of the poem; expressive reading.

Hypertensive disorders in pregnancy and child development at 36 months in the All Our Families prospective cohort study.

Hypertensive disorders in pregnancy (HDP) are associated with increased risk of offspring neurodevelopmental disorders, suggesting long-term adverse impacts on fetal brain development. However, the relationship between HDP and deficits in general child development is unclear. Our objective was to assess the association between HDP and motor and cognitive developmental delay in children at 36 months of age. We analyzed data from the All Our Families community-based cohort study (n = 1554). Diagnosis of HDP–gestational or chronic hypertension, preeclampsia, or eclampsia–was measured through medical records. Child development was measured by maternal-report on five domains of the Ages and Stages Questionnaire (ASQ-3). Standardized cut-off scores were used to operationalize binary variables for any delay, motor delay, and cognitive delay. We calculated adjusted risk ratios (aRRs) and 95% confidence intervals (CIs) using logistic regression, sequentially controlling for potential confounders followed by factors suspected to lie on the causal pathway. Overall, 8.0% of women had HDP and hypertension-exposed children had higher prevalence of delay than unexposed children. Hypertension-exposed children had elevated risk for developmental delay, but CIs crossed the null. The aRRs quantifying the fully adjusted effect of HDP on child development were 1.19 (95% CI 0.92, 1.53) for any delay, 1.18 (95% CI 0.86, 1.61) for motor delay, and 1.24 (95% CI 0.83, 1.85) for cognitive delay. We did not find a statistically significant association between HDP and developmental delay. Confidence intervals suggest that children exposed to HDP in utero have either similar or slightly elevated risk of any, motor, and cognitive delay at 36 months after controlling for maternal and obstetric characteristics. The observed direction of association aligns with evidence of biological mechanisms whereby hypertensive pathology can disrupt fetal neurodevelopment; however, more evidence is needed. Findings may have implications for early developmental monitoring and intervention following prenatal hypertension exposure.

Gambaran Prevalensi Karies Pada Anak Usia 3-5 Tahun Yang Mengkonsumsi ASI dan Susu Botol :Kajian Pada PAUD Sapta Kemuning, Depok Jawa Barat (Laporan Penelitian)

Background: Oral health problems can affect children's general development, general body health and also have a negative impact on children's quality of life. The high rate of early caries in children with the insidence of active dental caries in Indonesia from 53.2% in 2013 increased to 57.6% in 2018 according to the 2018 Basic Health Research data. The high rate of early caries in children begins with breast milk consumption (0 – 6 months) and increases use of bottled milk during the first 6 months after birth. The habit of drinking milk before bed by using a bottle that is too long, also the habit of sucking candy and sweet foods can cause children to get caries. Objective: To describe the early caries prevalence in children aged 3-5 years who consume breast milk and bottled milk in Early Childhood Education Sapta Kemuning, Depok, West Java. Methods: This study was a descriptive observational study with a cross sectional approach to describe the prevalence of caries in 56 children aged 3-5 years who consumed breast milk and bottled milk according to the inclusion criteria. The child is examined def-t by the lecture, the parents are given a questionnaire containing 3 questions which include the type of intake given to the child, the frequency of administration, and the position of the child when given the intake that has been tested for validity and reliability. Results: Obtained a mean of def-t 6.4 (high). The results showed that 40 children consumed breast milk and 10 children who consumed bottled milk were exposed to caries with an average def-t value of 6.2 (high) and 7.0 (very high). Conclusion: The results showed that the largest caries prevalence in PAUD Sapta Kemuning students was caused by breast milk consumption which was 95% followed by bottle milk consumption of 83%.

Maternal Cod Intake during Pregnancy and Infant Development in the First Year of Life: Secondary Analyses from a Randomized Controlled Trial.

Maternal seafood intake during pregnancy is associated with child neurodevelopment. No randomized controlled trials (RCTs) have examined the effect of maternal lean fish consumption during pregnancy on child neurodevelopment. The objective of the study was to examine the effect of increased maternal cod intake during pregnancy on infant general and socio-emotional development in the first year of life, and whether any effects observed were mediated by maternal iodine status. In an RCT, 133 pregnant women (≤19 weeks of gestation) were randomly assigned to receive 200 g cod fillet twice weekly (intervention) or to continue with their habitual diet (control) for 16 wk. The mothers completed the developmental screening questionnaires Ages and Stages Questionnaire, 2nd edition (ASQ-2) and Ages and Stages Questionnaire: Social-Emotional (ASQ:SE) when the infants were 3, 6, and 11 mo old. We compared scores between groups using linear mixed-effects models and examined whether iodine status postintervention mediated the effect on child development. We found no difference between infants in the intervention and control groups on total ASQ-2 scores (P=0.633), but a difference on the ASQ:SE scores in favor of the intervention group (20.9 and 20.5 in the intervention group and 26.1 and 26.8 in the control group for 3 and 6 mo, respectively; P=0.020). There was no difference in change of the scores between the groups over time (P=0.946). The effect of group on the total ASQ:SE scores was not mediated via maternal urinary iodine concentration postintervention (β = -1.03, SE=0.68, P=0.126). Our results provide no evidence for an effect of increased cod intake during pregnancy on general child development in the first year of life, but there was a positive effect on socio-emotional problems. More studies are needed to define the role of fish consumption during pregnancy and the effects on child neurodevelopment.This trial was registered at clinicaltrials.gov as NCT02610959.

Teachers training for arranging a developing subject-space environment in a preschool organization

The analysis of the subject-space developmental environment of the preschool educational organization included several components. Among them, we outline the assessment of the quality of the subject-space developmental environment created in each age group of the kindergarten for the general development of children. The next component is taking into account kindergarteners’ self-assessment of the correspondence of the subject-space developmental environment of the kindergarten groups to the principles of its organization. The results of the assessment of the quality of the subject-spatial developmental environment, created in each age group of the kindergarten for general development, carried out by teachers, are presented. The results of studying the potential of a preschool institution are described. It is noted that teachers highly appreciate the capabilities of the preschool institution in terms of safety, accessibility of the location of objects and manuals for children. Teachers highly appreciate the subject space in terms of stimulating various types of children’s activities, as well as the availability of zones and equipment, play material for play, cognitive, artistic and aesthetic activities.

TRAINING AND DEVELOPMENT OF CHILDREN'S INTEREST FOR THE PRACTICE OF TENNIS

The tennis coach must be a good psychologist, especially at the level of the children, from whom he expects performances according to their ability. To be a good psychologist, not a professional but a conjuncture one. The tennis coach must have, besides the specialized and basic knowledge of psychology, which helps him to know, understand, make decisions regarding the -behavioral manifestations of the children, both during the training and in the official games. Specialists and technicians in the field are constantly striving to define a methodical, scientifically and practical concept to attract as many children as possible to practice tennis with great pleasure. Play is an indispensable element in the development of the child, at all ages, and the playful spirit must be present in all forms of child preparation. At children, physical training is an essential condition of harmonious physical and mental development. Even from early childhood, the child is unable to limit his effort, he is playing all the time, anywhere, with anything, at any time. A healthy child, can practice the sport without restrictions. Up to the age of 12, the number of workouts at children can be 3-4 per week, and above this age, can be practiced daily or sometimes there may be two workouts per day. In all stages of training, the trainer must be in permanent contact with the doctor, psychologist, physical trainer but also with the sportsman's parents. The development of the interest for playing tennis by children, must be generated by more cumulative aspects that must be agreed by children: the space environment for the lessons, materials needed for the tennis lessons to which we add respect, patience, communication, understanding of the coach. Physical exercise represents a predominantly bodily action which, carried out with joy, in children, influences considerably the processes of harmonious physical development, the functional and mental capacities that rationally converge to the general development of children, while also ensuring the basis of motor skills.

Vigilancia del desarrollo infantil en la atención primaria: ausencia de hitos y factores associados

Abstract Objectives: to identify the absence of one or more general child development milestones and by domains, and associated factors. Methods: cross-sectional study with 334 children under three years of age conducted out at Primary Health Care Facilities, São Paulo, Brazil. The dependent variable was the general child development and the fine motor, gross motor, social and psychic domains evaluated using the Developmental Surveillance Instrument of the Brazilian Ministry of Health. Data were obtained by interviewing the mothers and observing children. The chi-square test and logistic regression analyses were used. Results: absence of one or more milestones of general child development was found in 52.1% of children, especially, in the fine motor domain. We found an association between general child development with age (OR = 4.4; CI95%= 2.0-9.9) and the place of stay of the child who does not attend daycare (OR = 3.7; CI95%= 1.3-10.5). Conclusions: the absence of one or more milestones of general child development is high and associated with aspects of the child and the environment. This emphasizes the importance of promoting developmental surveillance in Primary Health Care Facilities among health professionals using the official instrument recommended by the Brazilian Ministry of Health.

App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

BackgroundChildren’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies.Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being.Methods/designThis study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy.DiscussionWhilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

Виховання у дітей дошкільного віку позитивного ставлення до трудової діяльності

In a paper the peculiarities of involving children of preschool age the main types of work at home and in preschool institutions . Authors found out the main forms of work of parents and educators who contribute to the preschool education because state standard focuses teachers on the holistic general development of children, ensuring physical, mental and moral-spiritual health according to his/her age. This is possible thanks to the acquisition by preschoolers, as well as life competences, among which one of the main places allotted subject practical activities. The attention is focused on the development of preschool children basic awareness with adult occupations, the development of respect for them and the positive attitude towards the results of activities, willingness to participate in all possible activities. Authors describe features of perception by preschoolers of labor as values, aesthetic and moral side; characterize work activity as a necessary component in education, which contributes to the enrichment of the inner world of the child with positive emotions and enriches life basic skills in different types of work; analyze the main types of preschool work: self-service, household, art work, work outdoors; clarify the effect of home activities on various aspects of development: physical activity, speech, learning elements of literacy, mathematical ability, emotional experience, moral and ethical values. Authors characterize problems encountered in the organization of labor education, the main of which is a noticeable downward trend in the interest of the preschoolers to the adults and to independent assignments and practical tasks.

Psychometric properties of the Autism Treatment Evaluation Checklist in Saudi Arabia

Currently, there is a need in Saudi Arabia to grope the general development of children with Autism Spectrum Disorder (ASD). However, no measures are currently available in Saudi Arabia to assess the general development in children with ASD. The present study thus aimed to explore the psychometric properties of the Autism Treatment Evaluation Checklist (ATEC), in order to adapt it for use in Saudi Arabia. A cohort of 363 children with ASD from four age groups from Riyadh participated in the study. Teachers completed the ATEC to rate children’s behavior. The psychometric properties measured included normality of data, content validity, internal consistency, and construct validity. Content validity was established by presenting the checklist to high-qualified referees with 90 % as the minimum agreement level. Internal consistency was established by computing correlations among items and their subscales and among subscales and the total score. Construct validity was established using exploratory factorial analysis for the ATEC subscales and exploring the correlations between the ATEC and the educational stage of the participants. The reliability of the ATEC was established by Cronbach’s Alpha and split-half methods. Data revealed that the ATEC is quite valid and reliable and thus may be used in a Saudi cultural context. Our findings indicate that the Saudi version of the ATEC tested in this study may be used to identify the extent to which children with ASD benefit from the interventions offered to them in their special education programs.

Model rada sa praktičnim primerima horske nastave na mlađem školskom uzrastu

Starting from the facts that show that choral singing provides multiple benefits in terms of general development of children, as well as that it is necessary to build a musically stimulating environment within primary school, the purpose of this paper is to present a model of working with choir made of the younger grades. Besides that, this paper provides concrete practical examples of choral teaching that will contribute to the better realization of the necessary elements of each choral work, such as audition, selection of compositions for work, methodical procedure of learning a new song, proper breathing, vocal warm-up and public performance. Each of these segments are very complex and demanding. We would like to emphasize that the model of working with the choir of the younger grades of primary school and its practical application, which we present, is the result of the content analysis provided by the previously consulted literature. The model provides concrete suggestions in working with pupils in choir classes. We believe that this work will be especially important for teachers who work, not only with the choir made of younger grades, but also with the class choir in order to discover new ways of artistic work. This model is just one of many possible aspects of the realization of choral teaching that relies on the recommendations discussed in the professional literature. We can expect the successful realization of the selected program only with a systematic and creative approach in choral work.