Important Factor In Children Research Articles

Effects of Family Characteristics and Life-Styles on Children's Emotional Problems: The Second Grade Elementary Students

The purpose of this study is to investigate children's emotional problems (attention problem, aggression, somatic symptom, social withdrawal, depression) and to examine the relationship between children's emotional problems with family characteristics (parent education, parent job, family income), life-styles (gaming times, TV times, sleep time). The sample was 2,140 collections of second grade children and their parents who participated in Korea Youth Panel Survey on 2011. We analyzed the data which were collected by means of questionnaires and the data were analyzed with t-test, ANOVA, Pearson correlation analysis, and regression analysis with SPSS ver. 19.0. The results were summarized as follows. The level of children’s emotional problem was relatively low on average. There is a significant difference in the children's emotional problems according to family characteristics and life-styles. There was a relationship between children's emotional problems (attention problem, aggression, somatic symptom, social withdrawal, depression) and life-styles (gaming times, TV times). The significant factors influencing the children's emotional problems are connected with father's education, mother's job, family income, family characteristics, gaming time and TV time of life style. It is noted that parent education level was an important factor for children's attention problem and aggression. Amongst children's life-styles, gaming time and TV time are negative factors for social withdrawal and depression. Keywords: emotional problem, family characteristic, life-style, the second grade elementary student

Listener evaluation of sociophonetic variability: Probing constraints and capabilities

This paper reports the results of an experimental study designed to investigate how listeners learn to create new associations between phonetic properties of the speech signal and external social referents. Very little is known of how this learning takes place in children, and it is a particularly challenging area to study given the difficulty in controlling some of the variables which are likely to be important factors in children's learning of the productive and interpretative dimensions of social-indexical phonetic variation. Thus, in this study, we focus on adult listeners in order to develop a sense of how adults might approach this learning task, and also to test out a method for probing this form of learning in a controlled fashion. 49 participants were trained on new patterns of social-indexical variability and, in a subsequent test phase, we assessed the extent to which this training led the listeners to acquire new associations between specific realizational variants and the social categories with which they have been associated in the training material. Results are reported from four experimental conditions which provided listeners with a range of different learning tasks. Our findings suggest that learning of novel sociophonetic associations can be achieved as the result of a relatively short amount of exposure to training material incorporating the new association, but that the success with which learning takes place is dependent on a number of factors such as the nature of the criterial variable and individual learner variation.

Correlates of Mothers’ Perception of Their Communities’ Social Capital: A Community-Based Study

Psychosocial issues have been recognized as important factors in children's health for decades. This study documents the relation among several important psychosocial variables (e.g., mothers' depressive symptoms) and a new instrument that assesses parents' perception of their communities' social capital. Mothers were recruited from their children's primary care (PC) pediatricians' offices within the Southwestern Ohio Ambulatory Research Network or from a children's hospital developmental clinic (DC). Mothers completed a questionnaire that included the Social Capital Scale (SCS), Children with Special Health Care Needs Screener (CSHCNS), Pediatric Quality of Life Inventory, Maternal Social Support Index and the Center for Epidemiologic Studies Depression Scale (CES-D). Mothers were sorted into three subgroups based on site of recruitment (PC or DC) and results of the CSHCNS. The sample (N=620) was also sorted into terciles based on SCS scores. Mean SCS was about 73 for each of the three subgroups. Compared to mothers in the highest SCS tercile, mothers in the lowest SCS tercile reported lower education, lower income and higher CES-D median scores. The SCS subscale "sense of belonging" had an inverse correlation with CES-D scores (r=-.248, p<0.001). Mothers from primary care and sub-specialty clinics had similar perceptions about their communities' social capital. Compared to mothers in the highest one third of SCS scores, mothers in the lowest one third were more likely to report less education and income as well as more depressive symptoms. A decreased sense of belonging in their communities was also correlated with more depressive symptoms. The SCS is a new useful tool for investigators and clinicians who work with children and their families.

Teachers as mentors: models for promoting achievement with disadvantaged and underrepresented students by creating community

The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods based upon extensive observation, and interviews with teachers, students, administrators, and parents this book makes a major contribution to the debate on how to reduce the achievement gap.Using similar teacher-as-youth mentor and youth advising models, these two inner city schools Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem have broken the cycle of failure for the student populations they serve children from underrepresented groups living in poverty in troubled neighborhoods with few resources. Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel.The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves. Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book.Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) -- defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks -- which is recognized as an important factor in children's success in school. However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.

Intervention effect of montelukast on thymus and activation-regulated chemokine in children with asthma

Objective To study the intervention effect of montelukast on thymus and activation-regulated chemokine(TARC) in the children with asthma.Methods 100 children with asthma were randomly divided into montelukast (LTRA) group ( n = 50) and budesonide (BUD) group ( n = 50), the LTRA group was treated with montelukast, the BUD group was treated with budesonide,50 children without asthma as control group were inhaled NS.Before and after 7 days treatment,the asthma symptoms, FEV1,concentration of TARC were measured.Results Before treatment,the concentration of TARC in asthma group was significantly higher than control group (P 0.05 ), the concentration of TARC in control group was not significantly decreased(P > 0.05 ) ;the symptoms were better after treatment in BUD group and LTRA group,(P <0,05) ,and the pulmonary function was significantly improved after treatment in BUD group and LTRA group ( P < 0.05 ).Conclusion TARC was the important factor in children asthma.Montelukast could block the production of TARC ,and was more convenient and safe for children asthma. Key words: Asthma; Montelukast; TARC; Pulmonary function; Child

Investigating the Relationship Between Linguistic Representation and Computation through an Unsupervised Model of Human Morphology Learning

We develop an unsupervised algorithm for morphological acquisition to investigate the relationship between linguistic representation, data statistics, and learning algorithms. We model the phenomenon that children acquire the morphological inflections of a language monotonically by introducing an algorithm that uses a bootstrapped, frequency-driven learning procedure to acquire rules monotonically. The algorithm learns a morphological grammar in terms of a Base and Transforms representation, a simple rule-based model of morphology. When tested on corpora of child-directed speech in English from CHILDES (MacWhinney in The CHILDES-Project: Tools for analyzing talk. Erlbaum, Hillsdale, 2000), the algorithm learns the most salient rules of English morphology and the order of acquisition is similar to that of children as observed by Brown (A first language: the early stages. Harvard University Press, Cambridge, 1973). Investigations of statistical distributions in corpora reveal that the algorithm is able to acquire morphological grammars due to its exploitation of Zipfian distributions in morphology through type-frequency statistics. These investigations suggest that the computation and frequency-driven selection of discrete morphological rules may be important factors in children's acquisition of basic inflectional morphological systems.

Children's Perceptions of Influenza Illness and Preferences for Influenza Vaccine

Introduction In this qualitative study we explored children's perceptions of influenza, preferences for influenza vaccines, and ability to understand “risk” of vaccine adverse effects and different attributes between injectable and intranasal vaccines. Method In-person, semi-structured interviews were conducted among 28 U.S. children aged 6 through 12 years. Results Many children understood the concept of influenza illness and believed vaccination was important. Efficacy, adverse effects, and mode of administration affected their preferences for influenza vaccines. Children 8 years of age and older were able to consider multiple attributes when selecting between hypothetical vaccines, and their responses were consistent with their previously stated preferences for individual attributes. Most children would prefer a nasal spray over a shot vaccine when all other vaccine attributes were equal. Discussion Efficacy, adverse effects, and mode of administration were important factors in children's preferences for influenza vaccine. Children as young as 8 years of age appeared to understand vaccine “risk” and were able to consider multiple attributes simultaneously when choosing between vaccine alternatives.

Individual Differences in Early Numeracy

In this study, the question was raised how basic cognitive processes are related to math abilities and how it can be best determined which children are at risk for developing those disabilities. The role of four distinct basic processes in the development of early mathematics was investigated: executive functions, fluid intelligence, subitizing, and language. The counting skills of 115 five- and six-year-old children were also assessed. The results showed that both executive functions and number sense were important factors in children's development of counting skills. Both executive functions and subitizing explained a significant part of variance in children's counting skills. IQ scores could not add further explanation to the variance in early math. The implications of this study are that it seems promising to use the concept of executive functions for the early identification of children at risk for math learning difficulties.

How to obtain a healthy journey to school

Danish children walk and cycle a lot and at the same time have one of the best child road safety records in the western part of world. Based on several studies, the paper describes how Denmark has obtained a good child road safety and why Danish children choose to walk and cycle. Child road safety has predominantly been improved due to higher seat belt use and many implemented local safety measures such as campaigns and physical safe routes to school projects. It is mostly safe routes to school projects that include speed reducing measures and signalisation of junctions that are successful. The distance from home to school is an important factor in children’s transport mode choice. Since about half of Danish children have less than 1.5 km to school the decentralised school structure with many fairly small schools is an important reason to the many walking and bicycle journeys. Road design and motorised traffic volumes do influence children’s mode choice, but to a rather limited extent.

Interaction between emotions and somatic complaints in children who did or did not seek medical care

This study aimed to investigate how emotional functioning can be linked to health problems in children. Three groups were compared: (1) a clinical group, consisting of children with abdominal pain, attending an out-patient clinic; (2) a group from the general population who had high scores on a self-report somatic complaint list; and (3) a group from the general population who reported no or few somatic complaints. It was shown that groups 1 and 2 experienced negative moods and negative emotions with a higher frequency and/or intensity, and had a lower feeling of competence than group 3. They were also more likely to act upon physical complaints in emotionally stressful situations than group 3, although all groups made use of emotion-focused strategies. It is suggested that it is not an impaired capacity to identify emotions (an important feature of alexithymia), but an inability to differentiate between, and cope with, negative emotions that might be an important factor in children's health problems. Suggestions for future research are made.

Effects of insurance status on children's access to specialty care: a systematic review of the literature

BackgroundThe current climate of rising health care costs has led many health insurance programs to limit benefits, which may be problematic for children needing specialty care. Findings from pediatric primary care may not transfer to pediatric specialty care because pediatric specialists are often located in academic medical centers where institutional rules determine accepted insurance. Furthermore, coverage for pediatric specialty care may vary more widely due to systematic differences in inclusion on preferred provider lists, lack of availability in staff model HMOs, and requirements for referral. Our objective was to review the literature on the effects of insurance status on children's access to specialty care.MethodsWe conducted a systematic review of original research published between January 1, 1992 and July 31, 2006. Searches were performed using Pubmed.ResultsOf 30 articles identified, the majority use number of specialty visits or referrals to measure access. Uninsured children have poorer access to specialty care than insured children. Children with public coverage have better access to specialty care than uninsured children, but poorer access compared to privately insured children. Findings on the effects of managed care are mixed.ConclusionInsurance coverage is clearly an important factor in children's access to specialty care. However, we cannot determine the structure of insurance that leads to the best use of appropriate, quality care by children. Research about specific characteristics of health plans and effects on health outcomes is needed to determine a structure of insurance coverage that provides optimal access to specialty care for children.

Pre‐attack stress‐load, appraisals, and coping in children's responses to the 9/11 terrorist attacks

Appraisal and coping following a disaster are important factors in children's post-traumatic stress (PTS) symptoms. However, little is known about predictors of disaster coping responses. This study examined stress-load, appraisals and coping styles measured prior to the September 11 terrorist attacks as predictors of 9/11-specific appraisals, coping and PTS. A community sample of children and parents (N = 143) participating in an ongoing study were interviewed by phone approximately 1 month following 9/11. Pre-attack stress-load, appraisal and coping styles predicted children's 9/11-specific appraisals, coping, and PTS. 9/11-specific threat appraisals and avoidant coping predicted higher PTS and mediated the effects of pre-attack stress-load and threat appraisal. Pre-disaster stress-load, appraisal and coping styles predict disaster-specific appraisal and coping, which in turn, contribute to PTS. Coping interventions might mitigate PTS symptoms following a disaster.

Traumatic stress and quality of attachment: Reality and internalization in disorders of infant mental health

AbstractThis article describes the interface between the fields of attachment and child trauma, their respective contributions to an understanding of infant mental health disturbances, and the clinical applications of an integration between attachment theory and trauma‐informed treatment and research. The organizing theme is that a dual attachment and trauma lens must be used in the assessment and treatment of infants and toddlers with mental health and relationship problems. The quality of attachment is an important factor in children's capacity to process and resolve traumatic experiences. At the same time, traumatic events often have a damaging effect on the quality of existing attachments by introducing unmanageable stress in the infant–parent relationship. It is argued that trauma in the first years of life needs to be assessed and treated in the context of the child's primary attachments. Reciprocally, the etiology of attachment disturbances should include an assessment of possible exposure to trauma in the child and in the parents. Current conceptualizations of attachment and trauma are reviewed from this perspective, and a clinical illustration is presented to highlight how a traumatic stressor can trigger behaviors reminiscent of disorganized attachment.

Children's responses to natural, technological, and na-tech disasters.

This study examined the literature on children's responses to natural, technological and na-tech disasters via content analysis. Twenty two articles documenting children's responses to disasters were collected and analyzed. Children's responses were examined by (a) disaster type; (b) measurement instrument used to assess response; (c) age; and (d) administration of measures to children or their caregivers. Results indicate that it is important to ask children directly about their responses to disasters, regardless of disaster type, rather than relying on caregivers assessments. Also, witnessing scenes of destruction and/or life threatening situations elicits more stressful reactions than the type of disaster experienced. As such, the perceived threat rather than the disaster agent itself is deemed the more important factor in children's post-disaster psychopathology.

Children's knowledge, teachers' knowledge: Implications for early childhood teacher education

A recent explosion of research on young children's knowledge raises issues for early childhood educators with regard to the extent to which early childhood programs incorporate the knowledge base that children bring to their learning. Recent psychological work on children's domain knowledge reveals early competencies that contribute to subsequent conceptual learning. Studies of learning in early childhood settings suggest further that sociocultural mechanisms (or constraints) of learning are important factors in children's knowledge construction in the early years. These studies also indicate the interface of content and processes in young children's knowledge construction. It is argued that the professional knowledge base of early childhood teachers should incorporate greater awareness of subject content knowledge. Implications for early childhood teacher education are discussed.

Children's relationships with adults and peers: An examination of elementary and junior high school students

Social and affective processes connected to children's relationships inside and outside the school setting are important factors in children's successful adaptation to school. This study examines the relationships of 1,226 low-risk elementary and middle school children across a variety of relationship partners. Descriptive data on the profile of these school-aged children's patterns of relatedness with others are presented. Developmental trends are explored as well. There is a shift in the self-reported quality of children's relationships with adults (mothers and teachers) and peers (best friends and classmates) from elementary school to middle school. In middle school, children report more positive perceptions of their relationships with peers and less positive perceptions of their relationships with adults than do elementary school children. These findings are discussed in terms of the implications that children's interpersonal relationships have for facilitating readiness to learn and active engagement in school. Limitations of the present study and methodological issues connected to the assessment of relationships are discussed as well.

Preschool children's comprehension of aSesame Street video tape: The effects of repeated viewing and previewing instructions

Twenty male and 20 female 4-year-olds viewed a 19-minute Sesame Street video tape once a week for three weeks to determine whether comprehension of the plot of the video tape would improve if the children were given ample time to process the tape, and if they participated in one of two previewing instruction conditions. Findings indicated that repeated viewing of the tape was the most important factor in children's ability to comprehend the plot. Previewing instructions and gender did not influence plot comprehension. It is suggested that repeated viewing allowed the children to process the formal features of the tape and use them to construct a framework within which to interpret the plot of the show. Additional findings are discussed in terms of children's script representation and how such representation is acquired.

Register Awareness: An Important Factor in Children's Continuing Reading Development

Register Awareness: An Important Factor in Children's Continuing Reading Development

Children's Attitudes to Teaching Styles

Abstract Although attention has been devoted to teaching styles, it is clear that the most important factor for children is the effects different styles have on their learning processes, especially given children's ability to analyse and parody their teachers. To explore children's perception of their teachers over 60 children in their last year of primary school and first year of secondary school were interviewed at length. The children's responses were articulate and consistent. They appreciated the opportunity to carry out tasks, to do things as well as to listen or write, and judged teachers on their ability to explain as well as on their awareness of individual needs. They commented on teachers’ command of their subject and their abilities in organisation. The children's attitudes to teachers also revealed points at which teachers failed, through lack of interest or through an inability to balance strictness with responsiveness to individuals. The children were also critical of arbitrary harassment a...

A enfermeira no diagnóstico do estado de saúde nutricional de pré-escolares e escolares utilizando medidas simplificadas

A desnutrição constitui a 1.ª causa de morte na infância, quer como causa básica ou associada. Deve ser vista também em termos de sobreviventes e danos que advém à saúde. E grande o contigente populacional de pré-escolares e escojares que sobrevivem num estado crônico de subnutrição ou desnutrição. Ações de saúde tomadas visando estas crianças devem ser precedidas de um exame simplificado, realizado pela enfermeira, permitindo um diagnóstico de toda a população. Neste estado a enfermeira baseou-se para o diagnóstico das crianças nos valores de peso, estatura e aplicação da fita de Shakir. A população constitui-se de 86 escolares de uma escola situada em zona peri-urbana da cidade de Ribeirão Preto. Diagnosticou-se subnutrição em 80,71% da população. As ações de enfermagem visando estas crianças foram a de incentivo à direção da escola e aos órgãos governamentais a fim de que a população em pauta tivesse elevado o padrão de alimentação. Paralelamente efetuou-se tratamento para pediculose, aplicação de vacinas, pequenos curativos e encaminhamento de 5 crianças a Instituições de Saúde para prosseguirem tratamento anteriormente abandonados.