Principles Of Children Research Articles

Content and Principles of Children's Intellectual Development in the Chinese Preschool System

The article is devoted to the content and principles of children's intellectual development in the Chinese preschool system. The purpose of the article is to determine the content and principles of intellectual development of a child in the Chinese preschool system. The following research methods were used in the study: observation, interviews, research projects. Results. It was established in the research process that the main goal of preschool development in China is to prepare children for schooling, help them effectively learn the school curriculum and create a personality capable of further learning and self-development: the development of children's desire for knowledge and cognitive interests; development of preschoolers' abilities to independently learn about the world around them; constant involvement of the child in mental work and preparation for life, etc. It has been proven that the Chinese government creates special programs that have the greatest impact on the intellectual development of preschoolers. Sensory development of the child, development of his/her speech skills, learning the basics of arithmetic, development of important social skills - all this is part of the programs that are included in this category. Experts rightly claim that all types of activities carried out by preschoolers contribute to their intellectual development. Based on the analysis of scientists' works, the article defines several indicators of the intellectual development of a preschool child. These indicators include the child's ability to ask questions; behave with other children and adults; perceive and perform tasks; and understand certain things and events in the environment. Special attention is paid to the educators and the level of their training. In particular, it is emphasized that today, in order to ensure high-quality training of teachers for preschool education institutions in the People's Republic of China, they successfully ensured the intellectual development of preschool children, began to combine preschool pedagogy faculties with secondary special schools, opened preschool pedagogy institutes, and provided training for educators at various levels education such as bachelors and masters. Chinese teachers pay attention to the fact that it is necessary to follow a number of principles in order to fulfill the task of intellectual development of a preschool child. These principles are basic, original provisions that serve as the basis for creating the content and methods of working with preschool children. Conclusions. The most important of them are the following: the principle of visibility, the principle of activity, the principle of connection with life, the principle of self-activity, the principle of taking into account age and individual characteristics, the principle of consistency, the principle of individualization and differentiation, and the principle of voluntary learning. The justification of the factors of intellectual development of preschool children is presented. One of the most important is language. An important part of mental education is the development of speech, which includes the development of coherent speech, the development of phonetic culture, and the addition and activation of the dictionary. Chinese teachers consider the process of forming communication skills an important component of the intellectual and social development of a preschool child.

Research on Intergenerational Visitation Right System under the Principle of Children’s Best Interests

Research on Intergenerational Visitation Right System under the Principle of Children’s Best Interests

Key Principles in Children’s Healthy Nutrition in Schools: A Cross-National Review

The paper presents contemporary data of foreign and Russian researchers on the healthy nutrition of schoolchildren. An analysis of the existing forms and principles of school catering is provided; school rations around the world, different approaches to their formation, and new school nutrition standards in the USA and Eastern Europe are described and discussed. The authors focus on the implementation of the National Government programs on the organization of school healthy nutrition in foreign countries. Original research data collected by the Russian scientists on students’ taste preferences are also provided in the paper. Our review clearly indicates a number of products that are offered in a school menu do not meet students’ taste preferences. The authors also note that there is no continuity between home and school meals. This determines the need to better educate parents, children, and teachers about modern principles and skills of healthy nutrition, to take into account schoolchildren’s food preferences, to promote learning to use a “school-family menu” principle. On the basis of the conducted research, the authors recommend creating an effective model of school feeding in the Russian Federation. On the one hand, this model takes into account local experience, while on the other hand, this model is quite universal (consequently, it is applicable in any foreign country, not only in Russia).

Early Understanding of Pragmatic Principles in Children’s Judgments of Negative Sentences

ABSTRACTAdults find negative sentences difficult to process, but an informative context can facilitate processing substantially, suggesting that much of this difficulty may come from the pragmatics of negation. Are children sensitive to the pragmatics of negation as well? Although children perform poorly on many tests of negation comprehension, we argue that these past findings are due to children’s sensitivity to general pragmatic principles that govern communication, rather than the conceptual difficulty of negation. In Experiment 1, replicating previous work, we found that adults rated negative sentences as more felicitous in more informative contexts. In Experiment 2, we showed that children are also sensitive to the contexts of true negative sentences, with three- and four-year-olds also rating true negative sentences higher in more informative contexts. We discuss children’s understanding of negation and pragmatics in light of these results, arguing that the felicity of negative sentences for both adults and children is determined by the informativeness of these sentences in context.

Between Human Rights and Justice Principle in Children’s Civil Rights

Children’s rights are fundamental in a country. Children are the future generation of a country. They have rights in civil law field. The examples of such rights are the right to have family name, the right to get alimony, and the right to get inheritance from the parents. Indonesian Law Number 1 of 1974 regarding Marriage (Marriage Law) distinguishes the civil rights of legitimate and illegitimate children. In 2010, the Indonesian Constitutional Court produced a decision which became a controversial decision because it was deemed to ‘legalize’ illegitimate child to have the same rights as legitimate child. The reason behind such decision is the human rights which should apply nondiscriminative principle. Some parties disagree with the reasoning behind this decision. They consider the decision unjust and that it violates social and religious norms in giving illegitimate and legitimate children the same rights in spite of the status difference. The author will discuss children’s civil rights based on civil law, human rights, and justice principle in Indonesia.

A Study of the Principle of Children’s Theatre Adaptation －In the Example of Kim Mingi’s <We are Friends>－

A Study of the Principle of Children’s Theatre Adaptation －In the Example of Kim Mingi’s <We are Friends>－

General Principles of Children’s Orthopaedic Disease

General Principles of Children’s Orthopaedic Disease

Legal Theory as Ethical Principle in Children's Rights: On the Need for a Universal Human Rights Perspective

Legal Theory as Ethical Principle in Children's Rights: On the Need for a Universal Human Rights Perspective

Continent urinary diversion using Mitrofanoff principle in children with neurogenic bladder.

Fifteen children with urinary incontinence underwent continent urinary diversion using Mitrofanoff principle between April 1990 and March 1993, at a mean age of 14 years. Neurogenic bladder was the main underlying cause of incontinence and spina bifida accounted for the majority of cases (12 patients). Reversed vascularised appendix was used as a cutaneous stoma for intermittent self-catheterisation Fourteen out of the fifteen children treated, achieved urinary continence with 3-4 hourly catheterisation.

The Search for Structural Principles in Children's Manipulative Play: A Parallel with Linguistic Development

The Search for Structural Principles in Children's Manipulative Play: A Parallel with Linguistic Development