School Participation Of Children Research Articles

School Participation Questionnaire (SPQ): Italian Translation, Cultural Adaptation, and Pilot Testing in Children with Neurodevelopmental Disorders.

According to leading occupational therapy models, the environment appears to be a key element in fostering occupational performance and participation. There is an emerging need to identify an instrument that can assess these aspects in the school environment. Currently, there are no rating scales in Italy for the school participation of children with neurodevelopmental disorders. For this reason, this study aims to culturally adapt and translate the School Participation Questionnaire (SPQ) to Italian and to pilot test the translated Italian version on children with neurodevelopmental disorders. The original scale was translated from English to Italian using the guidelines "Translation and Cultural Adaptation of Patient Reported Outcomes Measures-Principles of Good Practice". The psychometric properties analyzed were the following: content validity, construct validity, cross-cultural validity, and internal consistency. Construct validity was assessed using the Italian version of the Sensory Processing Measure (SPM). The Italian version of the SPQ was administered to 22 children. The mean ± SD of the score was 9.32 ± 1.36; Cronbach's α was 0.935 (p < 0.01). The Pearson's correlation coefficient with the SPM scores was -0.622 (p < 0.01). This pilot testing study for the validation of the Italian version of the SPQ showed good validity and reliability results. Thanks to this study, it would be possible to further analyze the tool for the evaluation of the environment and school participation of children with neurodevelopmental disorders, in particular autism spectrum disorder. It is a quick and easy instrument that focuses on the environment as an active variable in the child's occupational performance.

Does internal parental migration affect child school participation and work in Indonesia?

Does internal parental migration affect child school participation and work in Indonesia?

TEAttention!: A pilot study of occupational therapy and virtual reality for improving school participation in children with autism spectrum disorder

ABSTRACT One of the environments that child with autism spectrum disorder (ASD) find particularly challenging is school, which has an impact on their involvement. Virtual reality (VR) could provide appropriate repetitive or difficulty-controlled experiences relevant for children with ASD, where the environment’s constancy can be crucial to facilitating their adaptation and participation. This study aimed to explore whether an intervention called “TEAttention!” using a combination of a VR system and sensory processing strategies could be beneficial for improving participation in children with ASD in the school environment. The study used a pre- and post-intervention methodology. The participants were five students with ASD enrolled in a primary school. The Sensory Profile-2, unstructured observations and the System of Usability Scales were used. The TEAttention! program showed good usability for occupational therapists and teachers, and the children exhibited increased participation at school, improving their play, communication, and social relationships. VR could be a motivating and supportive component of therapies for children with ASD that could enhance their focus and comprehension of the sensory environment.

Type 1 Diabetes in Ontario Schools: Policy and Practice

ObjectivesType 1 diabetes (T1D) is a challenging chronic condition. Young children with T1D require daily support to manage their condition while at school. In 2018, Ontario established a provincial policy to ensure safe and equitable school participation for children with diabetes. Despite this, children and parents describe very different school experiences. In this qualitative study we describe the interpretation and implementation of school board policy related to the care of children with T1D from the perspective of school educators (principals/teachers). MethodsPolicy documents were reviewed employing a qualitative descriptive research design using directed qualitative content analysis. Semistructured interviews were conducted with 13 teachers and principals from 10 publicly funded elementary schools across the Hamilton and Toronto District School Boards in 2021. ResultsThere are major differences in how policies regarding T1D are being implemented in schools. This includes how school staff are educated about T1D, and how they interpret and act on blood glucose information. Although educators often play an active role in supporting children, many face barriers, including competing priorities, fear, lack of information, and lack of support. Facilitators include effective communication/collaboration, actionable information, time, and a diabetes “champion.” In some instances, access to nursing support could help to resolve barriers or create care gaps. ConclusionsSchool board policy provides high-level guidance on how to support children with T1D in school, but gaps remain. We provide specific recommendations regarding policy, staff education/training, roles and responsibilities, and future research.

The Perfect Schoolyard for Future Children: Primary School Children's Participation in Envisioning Workshops

:This Swedish study investigates how primary school children's perspectives on a "good schoolyard" can be illuminated through envisioning workshops using model-making. In addition to advocating for the qualities and affordances of the standard schoolyard equipment, children also suggested and constructed new features affording playing with domestic animals, being in peace and quiet in tree houses, picking fruit, and using digital playgrounds. For the children to go beyond reproducing the features, environmental qualities, and affordances of their current schoolyards, they needed plenty of time for communication and hands-on activities, opportunities to relax, imagine, and receive input and inspiration from others' experiences.

Much more than just being present: participation of children with intellectual disabilities in mainstream schools

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and environmental factors that affect their participation. A total of 101 general teachers provided quantitative data, while eight children with intellectual impairments and their teachers and peers provided qualitative data. In the quantitative survey, no significant differences were observed between children with and those without intellectual disabilities regarding school absence, but a low similarity existed in their extent of participation. Children with intellectual disabilities engaged most frequently in life-skills and after-school activities and least frequently in social and volunteer activities. School participation was affected by the degree of disability and environmental variables. We derived two themes from qualitative research: (1) school participation of children with intellectual disabilities; and (2) factors associated with school participation of children with intellectual disabilities. The results suggest strategies that may promote the participation of children with intellectual disabilities in mainstream schools.

Motor activity of children of middle school aget

Determine the level of physical activity of middle school students. Research organization. The contingent of subjects was made up of 5th-7th grade students of secondary schools of Lviv № 20, 50, 62. At the time of testing, they were 10-12 years old. A total of 86 schoolchildren took part in the study, including 46 boys and 40 girls. The results. According to the results of pedometry, we observe that the number of steps per day is higher for boys than for girls aged 12 years. According to the results of motor activity, 92.3% of boys and 85% of girls are rated as elementary. Conclusion. Most schoolchildren show low motor activity in everyday life and prefer a passive way of rest. The average values of physical activity of boys and girls aged 10-12 years (from 2542±691 to 4038±1838 steps/day) is at an extremely low level. More than a third (33.3-40.7%) of middle school-age children have initial levels of physical activity. At the same time, according to the results of self-assessment regarding the number of days per week, when students believe that they are engaged in intensive physical exercises for more than 60 minutes per day, the majority of respondents indicated an exaggerated number of days per week; because the number of their steps every day does not correspond at all to their answers in the questionnaire (real volumes of motor activity are lower than declared). This indicates that children mistakenly consider their motor activity sufficient. We see a significant reserve in increasing the competence of schoolchildren in physical education in the participation of schoolchildren in various forms of motor activity.

Relationship between Mothers’ Socio–Economic Engagement and Preprimary School Pupils’ Participation in Learning in Kilifi South Sub-County, Kilifi County, Kenya

The purpose of this research was to establish the relationship between mothers’ socio-economic engagement and pre-primary school children’s school participation in learning in pre-school units under public elementary schools found in Kilifi South Sub-county of Kilifi County, Kenya. There has been underlying problem in Kilifi County that the research study sought to look into; that despite the remarkable increase of mothers in socio- economic activities in the county, little had been done to analyze the reason as to why the pre-school children’s school participation in learning was still very low. The investigation also looked into the influence of mothers’ income and occupation, level of mothers’ education and their attitude towards preschool children’s school participation in learning. Importance of investing in early years of children and how it relates to children’s school participation was also looked into. The rationale of this study was to shed dipper light and increase greater understanding on the influence of mothers’ socio- economic engagement on pre-school children to as many stakeholders of pre-school education as possible. The study adopted a descriptive survey design with a sample of 195 children, 23 teachers, and 11 mothers’ representatives on board. Questionnaires were used to gather information from pre-school teachers, observation schedules from children while interview schedules were employed to assemble information from socio-economic engaged mothers. Thematic techniques were used to manage qualitative data from questionnaires after the data had been analyzed through statistics. Target population of this study were mothers’ representatives, pre-school teachers and children in Kilifi County. With regard to the first objective, the study findings disclosed that there was a significant positive correlation between mother’s occupation and income level and children’s school participation in Kilifi County. A significant positive correlation between mothers’ level of education and children’s school participation in learning in the county was also shown by the study. Findings also showed that there was a significance positive correlation between mothers attitude towards educational and school participation in Kilifi County. Lastly, study outcomes at the same time established that mothers’ awareness of the significance of the early years enhances children school participation in Kilifi South of Kilifi County.

ORGANIZATION OF DISTANCE AND BLENDED LEARNING OF MATHEMATICS FOR SENIOR PUPILS AT SCHOOL DURING QUARANTINE

The article deals with the problems of organization of the distance learning of mathematics for senior pupils at Ukrainian schools during quarantine. The authors, based on their own pedagogical experience, describe the peculiarities of distance learning in mathematics. They also indicate the types of work that were carried out with the pupils. In the article feedback results, which helped to conduct analysis and further improvement and adaptation of methodological approaches to the conditions of distance learning, are given. In particular, the materials of the author's questionnaire for pupils were processed and the results of several all-Ukrainian monitoring of schoolchildren's participation in various forms of distance learning during quarantine were studied. Foreign experience is also considered. This made it possible to obtain information about the advantages and disadvantages of the organization of distance learning of mathematics and to improve the educational process in 2020-2021 academic year, which was held in a blended mode.&#x0D; A comparison of the approaches, forms, means and methods of training that have been used since the beginning of the distance education throughout the country (March 2020) and until now has been made. It is clearly demonstrated how the process of improving the educational process took place and the role of conducted surveys and monitoring in this process: the transition from Viber groups for individual classes to the creation of a school-wide distance learning system using Google for Education tools and the Edyna Shkola electronic journaling system.&#x0D; The functionality of the distance learning platform Google Classroom was analyzed, and a conclusion was drawn about its effectiveness. The functionality of the Edyna Shkola system and the opportunities it provides to the school administration, teachers, pupils, and parents are considered. After reviewing the two platforms, it was concluded that Edyna Shkola system is focused on the interaction between the teachers, pupils and parents, where the main emphasis is shifted to monitoring the individual pupil's performance. At the same time, Google Classroom has a powerful functionality for providing a digital educational environment of an educational institution.

Organization, substantive and methodical provision of intramural (intramural) sports in the USA

Today, a comparative rethinking of the historical-pedagogical experience of forming the values of student youth through physical culture and sports in the theory and practice of the developed countries of the world, in particular the USA, is of particular importance. The article provides a comprehensive analysis of intramural sports in the USA as an important integral component of the physical education system, which contributes to the involvement of students with different levels of motor skills and qualities in active physical activity outside of school hours within the general secondary education institution. The study of positive experience in the USA on the mentioned problem is useful, taking into account the need to improve the domestic system of physical education and sports. The purpose of our research is to find out the characteristic features of the organizational, substantive and methodical support for the functioning of the system of intramural sports in the USA based on the analysis of literary sources of scientists. During the study, the following research methods were used: methods of theoretical, retrospective analysis, generalization of data from scientific and methodical literature and official documents. In the process of the conducted research, we established the peculiarities of the organization, content and methodical support of intramural sports programs in the USA. In particular, the system-logical process is described in detail, starting with the definition of the type (character) and scope of the program, types of physical (sports) activity, planning, buildings, equipment and inventory, rules of admission, determination of the winner and awards, accounting, use of modern information technology, medical review and concluding with funding, program support and promotion, arbitration, program administration and evaluation. The participation of schoolchildren in intramural sports programs is based on voluntary principles, and its numerous types are usually recreational or competitive in nature. However, these two important functions of intramural sports can be combined.

Analysis of Participation of Schoolchildren in Extracurricular Activities and the Health Aspect of their Routine: Results of a Sociological Survey

Introduction: Extracurricular activities are an important tool of preparing children for a successful life, setting essential core values, and identifying professional preferences. Student participation in after-school educational programs determines the density of elements contributing to acquiring new skills, knowledge, and physical capabilities in their daily routine. Objective: To assess the coverage of schoolchildren with supplementary education and to give a hygienic assessment of their extracurricular activities. Materials and methods: We analyzed data of the Internet-based survey of over 46,000 schoolchildren from 64 regions of the Russian Federation conducted in January – March 2021 using a standard Excel package and Statistica 10. Results: We estimated a smaller coverage of schoolchildren of all age groups with after-school sports (33.1–43.0 %) than with other types of activities, including circles/sections and studios (39.4–62.6 %). We established that 35 % of the respondents did not participate in extracurricular activities at all, with the largest and smallest proportions of such students in grades 9–11 (45.5–47.3 %) and grades 3–5 (27.7%–28.4 %), respectively. On average, 17.6 % of the respondents reported having regular classes with a tutor; the proportion of children attending tutorials was higher among school graduates and tended to increase with school age from 7.5 to 46.2 %. The proportion of eleventh graders studying with tutors was 35.9 % higher than that attending sports clubs. It should be noted that 20.7 % of the respondents reported having no walk on school days, except walking to school and back home, and the share of such children increased with age. Conclusion: Our study revealed age-specific characteristics of extracurricular activities and leisure of schoolchildren, availability and demand for supplementary educational services, and demonstrated the lack of skills of effective after-school time planning in modern students.

Entomological outcomes of cluster-randomised, community-driven dengue vector-suppression interventions in Kampong Cham province, Cambodia.

Cambodia has one of the highest dengue infection rates in Southeast Asia. Here we report quantitative entomological results of a large-scale cluster-randomised trial assessing the impact on vector populations of a package of vector control interventions including larvivorous guppy fish in household water containers, mosquito trapping with gravid-ovitraps, solid waste management, breeding-container coverage through community education and engagement for behavioural change, particularly through the participation of school children. These activities resulted in major reductions in Container Index, House Index, Breteau Index, Pupal Index and Adult Index (all p-values 0.002 or lower) in the Intervention Arm compared with the Control Arm in a series of household surveys conducted over a follow-up period of more than one year, although the project was not able to measure the longer-term sustainability of the interventions. Despite comparative reductions in Adult Index between the study arms, the Adult Index was higher in the Intervention Arm in the final household survey than in the first household survey. This package of biophysical and community engagement interventions was highly effective in reducing entomological indices for dengue compared with the control group, but caution is required in extrapolating the reduction in household Adult Index to a reduction in the overall population of adult Aedes mosquitoes, and in interpreting the relationship between a reduction in entomological indices and a reduction in the number of dengue cases. The package of interventions should be trialled in other locations.

Peculiarities of respondent’s perceptions of different territorial communities about the motives of schoolchildren's participation in physical culture lessons

The issue of teaching physical education in secondary schools has already received wide coverage in various scientific studies. Until recently, insufficient attention has been paid to the topic of studying the motives of physical culture and sports, including attending lessons on "Physical culture". The purpose of the article is to study the perceptions of the residents of territorial communities about the motives of schoolchildren's participation in "Physical Culture" lessons. Organization of the study. The study was conducted in 8 territorial communities of Dnipropetrovsk, Zaporizhia and Kharkiv regions. Respondents numbering 1,089 people (674 students and 415 adults) were involved. Peculiarities of adults 'and high school students' ideas about the motives of schoolchildren's participation in "Physical Culture" lessons were studied with the help of specially prepared questions. The calculation of the correlation between the representations of adults and students was performed using the Spearman rank correlation coefficient ρ. Result. Significant differences in the perceptions of the respondents regarding the motives of participation of schoolchildren of different communities in the lessons on "Physical Culture" are proved. At the same time, the calculation of the correlation between the perceptions of adults and students by the coefficient of rank correlation ρ Spearman in the Cirkunov community has an index of 0,2, which indicates a weak positive relationship between the perceptions of adults and students. Whereas in the Stepnogorsk community this indicator is 0,93, which indicates a strong positive relationship between the perceptions of adults and students.

Socio-psychological training - as a means of forming olympic values among the younger generation

Today, the educational space presents a variety of forms and methods of Olympic education (holding exhibitions on Olympic topics, Olympic festivals, «round tables» to discuss Olympic problems with the participation of schoolchildren, meetings and master classes with famous athletes, holding lectures, talks and seminars on Olympic topics with students).However, it is worth noting that the main goal of Olympic education is not only educational, the end result should be the transition of Olympic values into personal ones.

Experience in Realizing the Educational Potential of Specially Protected Natural Areas of Malovishersky District, Novgorod Region

A systematic immersion of students in the knowledge on the biodiversity of the place of residence, scientific methods of biological research, design of ecological trails and tours can help overcome the existing barriers to the implementation of the federal project “Ecology”. The research was carried out from 2008 to 2020 on the territory of specially protected natural areas of the Malovishersky district, Novgorod region, by the creative association “Mirror of Nature” with the participation of schoolchildren. A total of 52 visits were made. Since 2009, the activities on educating the local residents and guests of the area about the environmental status have been organized. The boards with noticeable information signs about nature monuments were designed, made and installed. During the research period, rare and endangered representatives of 11 families were discovered, recorded and described; they will be added to the passports of protected areas. The disturbance of the vegetation cover was assessed; it reaches two points in all protected areas. The highest three points’ degree of synanthropization of phytocenoses was noted in the village of Okulovo. The maximum degree of disturbance of the tree stand is observed in the village of Krasnoye, it corresponds to four points. The sanitary condition of the trees is satisfactory. First of all, it is necessary to restore the nature monument “Plantation of Rumelian pine near the village of Krasnoe”. A guide has been compiled, including a description of the ecological trails “Miracle Lake”, “In search of ammonites”, “In search of Rumelian pine”, and two guided tours “Estate park in the village of Okulovo” and “Spassky mosses”. The results of biodiversity research and developments are handed over to the Committee for Nature Protection of the Novgorod Region, Valdai National Park, and the administration of the Malovishersky district.

Opportunities and challenges of using socially intelligent agents: increasing interaction and school participation for children suffering from a long-term illness

PurposeChildren suffering from cancer or cardiovascular disease, who need extended periods of treatment in hospitals, are subjected to multiple hardships apart from the physical implications, for example, experienced isolation and disrupted social and academic development. This has negative effects long after the child's recovery from the illness. The purpose of this paper is to examine the non-medical needs of children suffering from a long-term illness, as well as research the field of artificial intelligence (AI) – more specifically, the use of socially intelligent agents (SIAs) – in order to study how technology can enhance children's interaction, participation and quality of life.Design/methodology/approachInterviews were performed with experts in three fields: housing manager for hospitalized children, a professor in computing science and researcher in AI, and an engineer and developer at a tech company.FindingsIt is important for children to be able to take control of the narrative by using an SIA to support the documentation of their period of illness, for example. This could serve as a way of processing emotions, documenting educational development or keeping a reference for later in life. The findings also show that the societal benefits of AI include automating mundane tasks and recognizing patterns.Originality/valueThe originality of this study concerns the holistic approach of increasing the knowledge and understanding of these children's specific needs and challenges, particularly regarding their participation and interaction with teachers and friends at school, using an SIA.

Measuring Environmental Factors and School Participation for Children with Disabilities

ABSTRACT To assess whether every child’s right to education is met, it is necessary to measure the participation of children with disabilities in school through statistically sound and internationally comparable measures. We conducted a scoping study to identify existing instruments that measure environmental factors related to the participation of children with disabilities in school. The review identified 12 measures for a total of 282 question items. Most measures were used in disability surveys and answered by a proxy respondent. Many used definitions of disability framed under the medical model, focusing on impairments as the primary cause of the lack of school participation. No one set of questions on school environment and participation that would produce internationally comparable data was identified. School environment and participation measures have the potential to provide a statistical summary of the environmental factors that act as barriers to or facilitators of participation in school. This could help identify key bottlenecks that can be addressed to promote every child’s right to education. A statistically sound, internationally comparable measure has yet to be developed.

FAKTOR PENENTU PARTISIPASI SEKOLAH ANAK PADA RUMAH TANGGA SEKTOR PERTANIAN DI INDONESIA

The opportunity of demographic dividend is the biggest motivation in improving the quality of the population. As one of the components of the population quality, education is also a long-term investment. Economic activities in Indonesia depends on the agricultural sector. This study aims to determine the determinants of children's school participation in agricultural households. Using the 2018 National Social and Economic Survey data, the results of binary logistic regression analysis show that economic activity has the most significant contribution to determine children's school participation in agricultural households. Children in agricultural households who are not involved in economic activities tend to attend school. Other important factors in determining children's school participation in agricultural households are government assistance, the age of household heads (KRT), education of KRT, employment status of KRT, number of household members, residence area, and socio-economic status. Increasing the determinants of school participation is expected to help the population adapt to the technology-based modern agricultural sector and achieve prosperity in agricultural households.

Mobile Money and School Participation: Evidence from Africa

This paper shows that mobile money technology—an electronic wallet service that allows users to deposit, transfer, and receive money using their mobile phones—is positively correlated with increased school participation of children in school age. By using data from 4 African countries, we argue that, by reducing transaction costs, and by making it easier and less expensive to receive remittances, mobile money reduces the need for coping strategies that are detrimental to child development, such as withdrawing children from school and sending them to work. We find that mobile money increases the chances of children attending school. This finding is robust to different empirical models. In a nutshell, our results show that 1 million children could start attending school in low-income countries if mobile money was available to all.

Shkol'nyj kollektiv v gody Velikoj Otechestvennoj vojny (na materialah g. Tyumeni)

In the article the author studies some aspects of the school staff’s daily routine in the Soviet rear city, such as participation of schoolchildren in helping the army, the interaction of a child with their classmates and teachers and delinquent behavior of some children. With this end in view, records from the Tyumen archives were used as well as the memories that had been received during the interview.