Integration Of Children Research Articles

One Size Fits All?—The Form and Function of Preschoolers’ Strategy Flexibility in Emotion Regulation

ABSTRACTEffective emotion regulation is critical for establishing and maintaining positive relationships, and it has previously been linked to several indicators of social competence. Theories agree that one core characteristic of adaptive emotion regulation is the ability to flexibly adapt emotion regulation strategies to situational demands (i.e., strategy flexibility). However, little is known about the development of this ability and its association with social competence at preschool age. We hypothesized a positive association of preschoolers’ strategy flexibility with age, with overall regulation effectiveness as well as with different indicators of their social competence. To test these assumptions, we examined the emotion regulation strategies (i.e., distraction, gaze aversion, reappraisal, self‐instruction, and self‐soothing) of 60 preschoolers (M = 59.67 months; SD = 8.18; 45% girls) in two standardized situations, namely a frustration‐eliciting persistence task and a challenging waiting situation, in which attentional deployment strategies have opposing effects, requiring flexible strategy use across situations. Children's social competencies in interaction with caregivers, peers, and task demands were assessed through teacher reports. Results reveal that the effectiveness of attentional deployment strategies changed as predicted. Furthermore, preschoolers’ ability to adapt their emotion regulation strategies to the corresponding task demands was positively associated with age and overall regulation effectiveness. Concerning teacher‐reported facets of children's social competence, strategy flexibility was significantly associated with children's integration into their peer group.

Development of the children's primitive reflex integration assessment scale.

Non-integrated primitive reflexes (PRs) in children can lead to issues in motor function and psychological wellbeing, while prior studies have shown correlations between PR integration and neurodevelopmental disorders in children. However, measurement methods for PR integration remain unestablished. Therefore, in the present study, we describe the development of a measurement scale for PR integration, a novel assessment tool to evaluate PR integration in children. Combining a literature review, practical experience, and results of specialized group discussions, a preliminary draft of the Children's Primitive Reflex Integration Measurement Scale (CPRIMS) was formulated. Employing a convenience sampling method, participants were selected from first and second-grade students in three primary schools in Liaoning province, Shenyang city, from May to July 2023. Item Discrimination Method (IDM), Critical Ratio Method (CRM), and Internal Consistency Coefficient Method (ICCM) were used for item analysis of pilot testing data. For formal testing data, Cronbach's α assessed the reliability of the scale, while fit indices such as chi-square value/degrees of freedom (χ2/df), Root Mean Square Error of Approximation (RMSEA), and Comparative Fit Index (CFI), along with tests of construct validity, evaluated the scale's validity. Overall, 555 participants were selected, 234 children with a mean age of 7.59 ± 0.71 years participated in the pilot testing, while 321 children with a mean age of 7.73 ± 0.71 years participated in the formal testing. CPRIMS comprises seven dimensions and seventeen items, including the Moro reflex (MR), Asymmetrical Tonic Neck Reflex (ATNR), Symmetrical Tonic Neck Reflex (STNR), Tonic Labyrinthine Reflex (TLR), Spinal Galant Reflex (SGR), Spinal Perez Reflex (SPR), and Landau Reflex (LR), explaining 88.2% of the total variance. Confirmatory factor analysis revealed a good model fit (χ2/df = 1.631, RMSEA = 0.044, NFI = 0.950, CFI = 0.980, IFI = 0.932, TLI = 0.972). Cronbach's α coefficients for the seven dimensions ranged from 0.730 to 0.945, demonstrating strong reliability. CPRIMS, which includes dimensions such as MR, ATNR, STNR, TLR, SGR, SPR, and LR, demonstrates strong reliability and validity, indicating that this measure could serve as a reliable and effective tool for assessing the integration levels of PRs in children aged 6 to 9 years old.

Exploring the Role of Early Diagnosis of Hearing Loss in Children and Its Impact on Educational Outcomes, Language Development, and Social Integration in Special Education Settings

The study explores the impact of early diagnosis of hearing loss on children's educational outcomes, language development, and social integration in special education settings. The research involved 150 children with early hearing loss, comparing the differences between early diagnosis (0-2 years) and late diagnosis (more than 2 years after birth). A quantitative research design was employed, using standardized test scores, teacher assessments, speech development tests, and social interaction surveys for data collection. The findings show that early diagnosis positively influences academic performance, language development, and peer interactions. Children diagnosed early demonstrated better academic outcomes (p < 0.05), more advanced language skills (p < 0.05), and improved social interactions (p < 0.05) compared to those diagnosed later. A strong positive correlation was found between early diagnosis and the effectiveness of support services (r = 0.65, p < 0.05). These results emphasize the importance of early intervention and robust support systems for children with hearing loss, highlighting the need for expanded newborn hearing screening programs and improvements in educational practices. Further research is recommended on long-term outcomes, the role of assistive technologies, and the influence of family involvement on improving outcomes following early diagnosis.

Membangun Integritas Anak: Kontribusi Keluarga dan Sekolah dalam Upaya Pendidikan Anti Korupsi

Children's integrity is an important aspect that must be built from an early age to prevent corrupt behavior in the future. Family and school are the main factors that have a very important role in building a child's integrity. The family as the first unit has the responsibility to set an example of good character by instilling the values ​​of honesty, responsibility and discipline through open communication. On the other hand, schools act as a formal environment that not only teaches the academic curriculum, but also provides character education and equips children with an understanding of ethics and morality. This research uses a qualitative approach by interviewing parents and teachers and analyzing various literary sources such as books, journals, and so on. The research results show that this collaboration not only increases awareness of the importance of integrity, but also reduces the potential for corrupt behavior.

Ways of Social Inclusion and Integration of Children with Autism in Secondary Education, Inside and Outside the School Context, In the Region Thessaly

The aim of this study is to advocate the aggregate development of the future adults with autism, in terms of social integration. Thus, in order to study the autistic people’s course of development through the interaction between primary and secondary education, it focuses on school-based as well as out-of-school activities and interventions used by special education stuff in the Thessaly region. 99 people (mental health providers, trainers and relatives of people with autism) took part is the research, which combines qualitative and quantitative methods aiming to shed light on different perspectives of the issue. Early intervention, customized teaching methods and inclusive education seem to be of great significance, while the need for creating restricted programs and school-mental health services networks, along with a proper resource allocation play a significant role in the socialintegration of autistic people.

Language ideologies in transnational families with Israeli background in Finland.

Transnational families manage complex language dynamics, with multifaceted linguistic practices representing a key aspect in shaping communication among family members, where balancing heritage and host country languages impacts both cultural preservation and integration into a new society. The situation complicates when multilingual and multicultural families relocate to a country with a new majority language, while maintaining ties to their original society. This study analyzes language ideologies of seven transnational participants who were repatriated to Israel from post-Soviet states (PSS) during childhood and decades later relocated to Finland with their children. The study based on the data gathered through semi-structured interviews addresses two key questions: What are the language ideologies held by Israeli Generation 1.5 parents in transnational multilingual families residing in Finland? What are the parental language beliefs concerning their and their children's social integration in Finland? Thematic data analysis reveals parents' efforts to balance multiple languages, driven by their overwhelmingly positive views on their children's multilingualism. The language choices impact language acquisition and maintenance, while also preserving old social connections and building new ones for the entire family. Findings highlight key factors shaping parental ideologies on language transmission, multilingualism, code-switching, and integration, mostly influenced by personal convenience and practicality. This study presents a novel perspective on the language ideologies of multilingual parents. By examining individual parental beliefs and attitudes toward each language involved, it identifies recurring collective ideologies regarding multilingualism overall and each specific language, thus enriching discussions on linguistic diversity and multicultural integration in transnational contexts. Additionally, informing policymakers about the linguistic challenges encountered by transnational multilingual families can facilitate the promotion of inclusive educational practices and foster cultural awareness initiatives, thus contributing to the creation of a more equitable and supportive environment for such families managinglinguistic diversity.

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method

BackgroundPrevious research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.MethodsA total of 60 boy children in the 10–11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.ResultsWithin-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.ConclusionThe results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Building a Set of Indicators to Assess Migrant Children's Integration in Europe: A Co-Creation Approach

The integration of refugee and migrant children, one of Europe’s most vulnerable populations, is a crucial challenge for EU societies and their present and future social cohesion. Despite extensive knowledge on migrant integration, we still lack specific instruments to measure children's integration and set goal-oriented targets to promote it. Our research responds to this need by presenting and discussing a new child-centered system of indicators with a twofold purpose: (1) to assess and monitor the integration of refugee and migrant children across European countries and (2) to guide policymakers and relevant stakeholders. The indicator system's holistic and transversal nature marks an improvement over previous measurement attempts by considering different dimensions of integration; subjective and objective perspectives, as well as contextual factors; and indicators relevant for and comparable across different European countries. The research uses a co-creative methodology that ensures both scientific rigor and relevance for stakeholders and policymakers. A child-centered perspective, active participation of children throughout the research process, and an iterative co-creation design contribute to the system's added value. First-hand experiences, ongoing dialogues, and an ecological approach involving stakeholders at micro, meso, and macro levels (children, families, school representatives, public officials, and politicians) served to develop and validate the set of indicators. As a result, we are offering (1) 14 indicators that assess the integration outcomes of migrant children across five dimensions: access to rights, language and culture, well-being, social connectedness, and educational achievements, and (2) 16 indicators highlighting key barriers and facilitators influencing integration outcomes (i.e., societal and political aspects, particularly school organization and learning support).

Predictors of Multiple-Document Comprehension Among Third-Grade Children With Reading Difficulties and Disabilities

Facility with learning from multiple text documents is critical for college and career readiness. However, children with reading difficulties and disabilities have been largely excluded from research on multiple document comprehension. Accordingly, little is known about how children with reading difficulties and disabilities perform on multiple-document tasks, the factors that predict their performance, and how best to foster their development of this skill. To begin to fill these gaps, we examined concurrent predictors of one dimension of multiple-document comprehension, intertextual integration (ie, the ability to integrate information presented across two or more text documents), among third-grade children with reading difficulties and disabilities ( N = 70). Correlational analyses revealed that children's intertextual integration performance was significantly and positively associated with single-document comprehension (SDC) but not with word-level reading (WLR) or passage-reading fluency (PRF). Multiple-regression analyses indicated that SDC significantly predicted intertextual integration but that WLR and PRF did not.

The Trends of Kindergarten Teachers Towards the Integration of Children with Disabilities in the Kindergarten Stage and the Obstacles to Achieving this from their Point of View in Mafraq Governorate

This study aimed to investigate the trends of kindergarten teachers towards integrating people with disabilities at the kindergarten stage and the obstacles to achieving this from their point of view in Mafraq governorate and their relationship to some variables, represented by (type of kindergarten, academic qualification, experience). To achieve the goals of the study, the descriptive curriculum was used. The study community consists of all kindergarten teachers in Mafraq governorate, numbering (230) teachers according to the statistics of the Ministry of education for the academic year 2022/2023, while the study sample consisted of (155) teachers. The researcher designed a tool consisting of two parts: The first is to measure the trends of kindergarten teachers towards integrating people with disabilities with children without disabilities in Mafraq governorate, where it consisted of (28) items distributed over three areas: social, academic, emotional), and the second is to measure obstacles to integration, where it consisted of (20) items. The study showed the multiplicity of obstacles to integration from the teachers' point of view. It also showed that there are no statistically significant differences at (α =0،05) in the trends of kindergarten teachers towards comprehensive integration), with the variety of the type of kindergarten, academic qualifications, and years of experience. The results also explained that the trends of the study sample were positive. In light of the results, the researcher recommends the application of comprehensive integration at the kindergarten stage, and the need to hold training courses to qualify kindergarten teachers, and to raise awareness of the process of applying comprehensive integration from the beginning of early childhood, through media and educational programs, and adapting the educational environment before the application of the comprehensive integration process.

The Level of Learning Interest and Sensory Integration Development of Children in Wushu Game Activities

Chinese martial arts have lasted for thousands of years and is an excellent cultural heritage of the Chinese nation, known as the "quintessence of China", "national treasure" and "national soul". To better inherit and carry forward this national spirit and culture, we should carry out the educational policy of "starting from an early age". According to the physiological and psychological characteristics of children, the author creates a set of theoretically effective games for children in accordance with the principles of scientific, educational and interesting, and then conducts experiments in kindergartens to let children contact and feel the charm of martial arts, and studies the influence of martial arts games on the development of children's interest in sports learning and sensory integration function. To verify whether there is a significant relationship between children's learning interest and sensory integration development in martial arts games. This has not only enriched the research on the cultivation of children's interest in sports learning and the development of children's sensory integration function, but also explored a new path to promote martial arts to kindergartens, which has certain theoretical and practical significance.

Le stress parental chez des familles migrantes : le rôle des réseaux transnationaux

Parenthood can be a source of stress, especially for parents with young children. For migrants, the task is made more complex by cultural differences and the child's integration into a psychic filiation. Traditionally, parents rely on a social group to help them cope with the demands of parenthood. However, this support may be lacking in migratory situations. The literature in psychology has little data available on the composition of social support networks, particularly for transnational networks. The aim of this study is therefore to explore both the local and transnational support networks for migrant parents with respect to a sense of stress for parents. The sample consisted of 62 migrant parents living in Switzerland, and a quantitative and qualitative methodology was used to analyze the data. The results revealed that migrant parents maintain both local and transnational social networks to cope with the challenges of parenting. First-time arrivals have a less well-developed local support network and a corresponding higher level of parental stress. The density of the local support network increases with the duration of residency in Switzerland.

The architecture design checklist of classrooms for children with cochlear implant in rehabilitation centers

Children with cochlear implants (CI) have unique physical, psychological, and behavioral needs compared to typically developing children, thus they go through a rehabilitation process for education and activity purposes in a rehabilitation center (RC). The provision of specialized support for children with CI reflects a nation's commitment to inclusivity and care for all segments of society. This study investigates the research gab of the needs of children with CI (aged 1–6) to identify the fundamental design requirements in order to develop an architectural design checklist for their classrooms. Through literature review and comparisons with standard preschool designs for typically developed children, the research identifies key design elements affecting these children's learning and integration. This study establishes a framework for optimizing RC's classroom design for children with CI. Following a methodological discussion addressing pertinent research considerations, a comprehensive user experience questionnaire was conducted. The questionnaire included participants from various stakeholder groups: parents, educators, medical professionals (psychiatrists and doctors), and design experts (architectural and acoustic engineers). The findings inform the identification of essential design elements encompassing layout, materials selection, ventilation strategies, lighting systems, acoustic control measures, and color palettes. Following analysis, the research concludes with a design checklist outlining optimal ranges (100 % = sub-optimum, 50 % = optimum, 0 % = over design) for each element, including furniture layout, color schemes, materials, classroom shape, lighting, and ventilation. This checklist ensures RC classrooms effectively cater to the specific needs of children with CI.

Social and Emotional Functions of Institutional Touch in the Relational Care of Young Children

ABSTRACTThis study reports results concerning close embodied practices, involving touch, in early childhood care settings in Sweden during the COVID‐19 pandemic. The data—video recordings of everyday practices in contexts of childcare—were collected during various phases of the pandemic. The study demonstrates a broad range of uses of touch, by adults and children themselves in various age groups and for various social purposes. Touch as embodied intimacy was initiated by educators, and by children, both within their peer group and towards educators. Touch served the purposes of embodied intimacy, emotion regulation, social affiliation, social control, instructions and play. We highlight the detailed ways in which practitioners' actions sustain children's bodily integrity and provide them with embodied agency, participation and learning. Professional touch practices with young children are discussed in the context of ‘no‐touch’ views in social work and care work with children. It is suggested that insights into the social and emotional uses of institutional touch can inform social work practice, especially child and family social work, and residential care.

Attitude of Government School Teachers Towards Including Children with Disabilities in Mainstream Education: A Case Study of Larkana

This study aims to examine attitude of government school teachers towards integration of Children with Disabilities (CWD) in mainstream education. Their perception of the phenomenon, challenges and possible solutions in their views were covered. Qualitative method, particularly case study design, was used for data collection, and its interpretive approach was utilized in order to gain detailed data from the participants. In the case study, a school in Larkana was selected. Utilizing purposive sampling and criterion-based selection, ten teachers from the school were chosen as respondents to obtain data. Out of ten respondents, eight teachers eventually became part of the study, and the data was collected from them. The data collection tools were semi-structured interviews and focus group discussions. The obtained data was subjected to content analysis during which different themes emerged: the establishment of an inclusive school, the role of teachers in mainstream schools to implement inclusive education in schools, and the role of the Education and Literacy Department in establishing inclusive schools. In case the mainstream school is converted into an inclusive school, the respondents were aware of the challenges that they might face and the role that they will have to play concerning differentiation, individualized type of support, and collaboration. Findings revealed that the respondents considered the school unfit for turning into an inclusive school due to missing men and material resources, overcrowded classrooms that will make it difficult to teach children with disabilities, and lack of support from local educational authorities. They recommended contextually responsive support for teachers along with their specialized training, keeping into account the real classroom environment, to successfully convert a mainstream school into an inclusive school. Reducing teacher student ratio and recruitment of teaching assistants were also recommended.

Parental Educational Levels and Occupations as Determinants of Their Children's Examination Integrity and Academic Performance

This study examined the impact of parental levels of education and occupations on students’ examination integrity and academic performance. It was based on the Theory of Planned Behaviour. Expost-facto and survey research designs were used in the study. Data was collected with an Academic Integrity Measurement Instrument from 3214 sampled students and their academic performance in their last school examination was collected from their school authorities. The two-way ANOVA was used to run the analysis for determining the association or differences between parental level of education and occupations as independent variables and examination integrity and academic performance as dependent variables. It was found that fathers who have master’s degrees and mothers who have bachelor’s degree/HND exerted the greatest impact on their children's examination integrity. Fathers who belong to the military/police occupations and Mothers who are unemployed have the greatest impact on their children's examination integrity while parents who belong to the civil service and military/police occupations have the greatest impact on their children's academic performance. It was, therefore, concluded that parental levels of education and occupations significantly impact students’ examination integrity and academic performance and implications of these findings for adoption of proactive strategies against examination malpractices were discussed.

Integration of Children with Special Needs into Regular Schools: Teachers and Parents Perspectives

Integration of Children with Special Needs into Regular Schools: Teachers and Parents Perspectives

Using Artificial Intelligence to Identify the Associations of Children's Performance of Coloring, Origami, and Copying Activities With Visual-Motor Integration.

Performance of coloring, origami, and copying activities reflects children's visual-motor integration (VMI), but the levels of association remain unclear. To use artificial intelligence (AI) to investigate associations of performance of coloring, origami, and copying activities with VMI. Cross-sectional study. Kindergartens. A sample of 370 children (182 boys and 188 girls) in the second and third years of kindergarten. Beery-Buktenica Developmental Test of Visual-Motor Integration, 6th Edition (VMI-6). Data for preschool children from an ongoing project were retrieved. AI models were trained to use photographs of activity products to predict total score on the VMI-6. R2 values were used to identify the variance in VMI-6 standardized scores explained by predicted scores from the activities. That is, R2 values reflected associations between activity performance and VMI. The R2 values for the combination of origami and copying were the largest (.390-.577). These R2 values were larger than those for each individual activity (.340-.473) and similar to those for the combination of all three activities (.400-.550). Because moderate R2 values were found between performance of the three activity products and VMI, the three activities have high potential for use in identifying children's level of VMI or as teaching materials to facilitate the development of children's VMI. Furthermore, combining origami and copying activities is recommended for teachers and clinicians who need to address VMI. What This Article Adds: A combination of origami and copying activities had the strongest associations with children's VMI. Teachers and clinicians can use these two activities when addressing VMI development among preschool children.

The child's place in the foster family: Use of conventional names and adoption intentions throughout childhood

AbstractThis longitudinal study examines the child's place in the foster family through the use of conventional names for familial figures (e.g., ‘mum/dad’) and through the foster parents' intention to adopt the child. Data were collected at two time points during childhood and adolescence, among children placed in kinship and non‐kinship foster care in Norway. Children placed at a younger age and children in non‐kinship foster care were more likely to call their foster parents for ‘mum/dad’. Children placed at an older age and children in non‐kinship care were more often presented as ‘foster child’ by their foster parents. Only 25%–34% of foster parents reported having considered adoption. The most common reason for not considering adoption was that they already deemed to be a family. The use of conventional names for familial figures in foster families might not necessarily reflect the child's integration into a foster family as it seems to be related to the age of the child at placement rather than to the duration of placement. Intention to adopt was relatively low, mostly because foster parents considered adoption as not necessary.

Avantaje și riscuri ale internetului pentru copii și adolescenți. Strategii de mediere digitală parentală și școlară. Editura Presa Universitară Clujeană, Cluj‐Napoca, 2021. Anda Rodideal

The book addresses the issue of parental and school digital mediation strategies, identifying the key variables and highlighting the gaps found, developing a dynamic model and a School Digital Mediation Guide dedicated to teachers, school counselors, for a deep understanding of how the internet shapes child and adolescent development. The author remarks the distinct characteristics of technology use in digital education by creating connections between national and international studies in the field and opinions of main actors involved to guide the reader in understanding how to increase the benefits and limit the risks of using the Internet for children and adolescents. The School Digital Mediation Guide contains viable national-level solutions and proposals for implementing beneficial measures for children's and adolescents' digital education and integration into school and family activities.