Children's Confidence Research Articles

Potentials of physical activity promotion in preschools – an overview of results of an ethnographic observation

This article addresses exemplary differences between preschools with systematic physical activity (PA) programmes and preschools without PA programmes in Germany. Two preschools from each group were visited in the context of a focused ethnographic observation to examine the educational practice, PA and social behaviour of preschool children. The observation showed that children engage in PA in preschool under certain conditions (e.g. a structure providing a wide range of PA offerings that can be selected according to interest). Potentials of PA promotion can also be seen in the areas of rule-teaching and the promotion of self-confidence in children. A structure-providing policy in conjunction with the provision of exercise rooms and the promotion of children’s independence seem to have special influence on the social behaviour of children. Promoting children’s independence serves to strengthen the children’s sense of self-efficacy and may contribute to improving their social skills and reducing the burden on teachers.

Using ‘Expressive Therapies’ to Treat Developmental Trauma and Attachment Problems in Preschool-Aged Children

yourtown's Expressive Therapies Intervention (YETI) is a trauma and attachment informed creative arts and play therapy intervention developed for young children with emotional and behavioural problems stemming from traumatic exposure. YETI aims to improve participants’ emotional and social wellbeing; behavioural adjustment; quality of attachment relationships and self-concept. The intervention is integrated within holistic family support programmes, chiefly a domestic and family violence refuge and a young parents programme. This paper describes YETI's therapeutic model and presents findings of a two-year outcome evaluation. The findings suggest that the intervention can achieve significant positive outcomes for preschool-aged children associated with healing from developmental trauma and attachment difficulties. Analysis of pre/post assessments of participants’ social, emotional and behavioural functioning using the Child Behaviour Checklist revealed significant improvements from intake to exit in children's internalising, externalising and total problems. There were also marked decreases in the proportion of children with symptoms in the clinical or borderline clinical ranges. Thematic analyses of parent/carer surveys and therapists’ end-of-therapy reports similarly indicate widespread improvements in social, emotional and behavioural functioning as well as improvements in children's self-confidence and self-esteem, and in the quality of the parent–child attachment relationship.

Participatory methodologies in research with children: creative and innovative approaches.

To describe the use of participatory methodologies in research with children. Experience report with a qualitative approach, conducted with children between six and eleven years of age, from a municipal school in Pelotas and in the Psychosocial Children and Youth Care Center, in São Lourenço do Sul, both municipalities of the Rio Grande do Sul State. Data collection was based on records made in field and observation diaries, held from April to July 2016. The report pointed out that the Photovoice promoted motivation in the group, in addition to increasing the self-esteem and self-confidence of children. The Five Field Map made it possible to help children express feelings through the game. Photovoice and the Five Field Map are seen as tools that enable new methodological approaches in research with children, facilitating the construction of the proposed activities aimed at innovative and creative research processes in health/nursing.

Robots and type 1 diabetes

The robot stands about 60 cm tall . Initially, the researchers had hoped that he could engage children in general conversation. But artifi cial intelligence has not yet reached this point. “So we decided to restrict what the children did with the robot to more closed things, such as playing quizzes and little games—the robot is very good at that”, explained Tony Belpaeme, Professor of Cognitive Systems and Robotics at Plymouth University (Plymouth, UK), and academic lead for the ALIZ-E project. The €8·3 million initiative, funded by the European Commission, has brought together researchers from around Europe in an attempt to build a robot to interact with children with type 1 diabetes. “In most countries, these children spend a week in hospital; during that week, the kids have to learn a lot about their condition—what is diabetes, how they can manage it, how they can measure their glucose levels, how to inject insulin, and so on”, Belpaeme added. “We thought we could use a robot to provide comfort and take on some of the tasks that the medical staff were doing, such as providing education.” Belpaeme’s team at first considered presenting the robot as a mini doctor or nurse, an omniscient authority figure. But it turned out to be a far more effective learning tool if the robot took on the role of a youngster who happened to find himself in hospital alongside the child with diabetes. This meant establishing the robot as an imperfect and sometimes ignorant creature. “He doesn’t know everything about diabetes and he says silly things—the children really enjoy that because they can then correct the robot”, said Belpaeme. Parents reported that return visits to the hospitals in which the robot was trialled were no longer so traumatic, while nurses found the robot a useful distraction when they took blood. By keeping track of each child’s performance, the robot was able to off er specifi cally tailored lessons, and the one-on-one interaction enhanced learning. “The physical presence is very important; children learn more than they do from a computer screen—human beings are a social species”, concluded Belpaeme. The £5000 price-tag is an obstacle to widespread domestic use, but Belpaeme hopes that eventually the robot could be commercialised. In the meantime, his team is developing an app that would allow children to maintain their relationship with the robot at home. Across the Atlantic, Jerry the Bear actually suff ers from diabetes. “With Jerry’s simulated diabetes, kids aren’t alone”, proclaimed the startup company who developed the teddy. “Jerry helps children gain handson skills to help them move toward mastering how to count carbs, monitor their blood sugar levels, and dose insulin.” He comes with six injection sites, ten food cards, and an insulin pump. His fi ngers are equipped with sensors to help children become familiarised with the fi nger-pricking process, and a screen in his stomach displays his blood glucose and insulin concentrations. When Jerry’s glucose concentration moves out of the optimum range, he complains. Monster Manor, an app developed by Diabetes UK, Sanofi UK, and Ayogo, a company that specialises in gamifi cation for people with chronic disorders, off ers rewards to children who enter their blood glucose test results. “Less than 20% of kids receive the most recent target for blood glucose control, so anything that can make that process simpler is to be welcomed”, pointed out Diabetes UK’s Simon O’Neill. And there is clearly a market for such apps—Monster Manor has been downloaded more than 1200 times (there are around 5000 children with type 1 diabetes in the UK). It remains unclear whether innovations such as Monster Manor or Jerry the Bear can improve diabetes control, which tends to worsen during childhood anyway, but they certainly seem to off er psychological benefi ts. “Things that engage children in taking control of their diabetes, or owning it, are just as important as achieving blood glucose control”, said O’Neill. He cited the example of Mission T1D. “It is a straightforward computer game-type app, but every now and again, it comes up with messages about living with type 1 diabetes as a child”, O’Neill explained. The aim is for children with diabetes to play with their schoolfellows and friends. “It helps to normalise diabetes— it is a positive thing about their diabetes, rather than everything else, which is usually seen as quite negative”, added O’Neill. Belpaeme’s robot has a similar eff ect, mitigating the isolation that usually attends a diabetes diagnosis. “Discovering they have diabetes can really knock a child’s confi dence”, Belpaeme told The Lancet Diabetes & Endocrinology. “But suddenly they go from the kid in class who needs injections to the cool kid who has a robot friend—it really helps them get their confi dence back.”

Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life

Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9–14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers and classmates.

Psychosocial Outcomes of Participating in Pediatric Diabetes Camp.

There are approximately 18,400 youth who are newly diagnosed with Type 1 diabetes mellitus (T1DM) in the United States each year. Because of the potential for hypoglycemia, frequent need to monitor blood glucose, and other medical care associated with T1DM, children may not be able to participate in the typical summer camp experience. The aims of this study were (1) to evaluate the impact of camp on the child's attitude toward their illness, (2) to evaluate the child's confidence in self-care management of their diabetes, (3) to assess the child's perception and satisfaction with the camp experience, and (4) to evaluate the perception of camp experience by the parents. Thirty-eight parent-child dyads participated in a pretest, posttest quasi-experimental research study evaluating the benefits of a camping experience for the child with T1DM. Pre- and postcamp comparisons revealed improved attitude toward illness and improved self-efficacy after the camping experience. Results of the study support the psychosocial benefits of a camping experience for children with T1DM. Findings from the study can be used by health care providers as evidence to support the benefits of sending children with T1DM to residential summer camp.

Understanding preschool emergent science in a cultural historical context through Activity Theory

The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children's interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.

The structural influence of family and parenting on young people's sexual and reproductive health in rural northern Tanzania

This paper explores the structural role of the family and parenting in young people's sexual and reproductive health. The study involved eight weeks of participant observation, 26 in-depth interviews, and 11 group discussions with young people aged 14–24 years, and 20 in-depth interviews and 6 group discussions with parents/carers of children in this age group. At an individual level, parenting and family structure were found to affect young people's sexual behaviour by influencing children's self-confidence and interactional competence, limiting discussion of sexual health and shaping economic provision for children, which in turn affected parental authority and daughters' engagement in risky sexual behaviour. Sexual norms are reproduced both through parents' explicit prohibitions and their own behaviours. Girls are socialised to accept men's superiority, which shapes their negotiation of sexual relationships. Interventions to improve young people's sexual and reproductive health should recognise the structural effects of parenting, both in terms of direct influences on children and the dynamics by which structural barriers such as gendered power relations and cultural norms around sexuality are transmitted across generations.

The Belief in Goal Self-Competence Scale (BiGSS) - exploring a new way to support individual goal pursuit and document occupational therapy outcomes in paediatric practice.

The Canadian Occupational Performance Measure (COPM) is an outcome measure of clients' self perceptions of performance and satisfaction with occupational performance and is widely used in paediatric research. The aim of this study was to explore how a new outcome measure, the Belief in Goal Self-Competence Scale (BiGSS), was perceived by paediatric occupational therapists to compliment the COPM as a way of documenting client confidence in goal pursuit. Two hundred and forty-one occupational therapists participated in an online survey through paediatric listserv groups and professional networks. Therapists' views about goal setting and the utility of the BiGSS were analysed descriptively and open ended questions were analysed thematically. Overall, goal setting was viewed as a highly important aspect of therapy (n=221, 90.7%) although only 22% (n=52) of respondents indicated using formal goal setting tools. For the subset of respondents who frequently used the COPM (n=101, 42%) almost all (97.87%) indicated that they would find the BiGSS to be moderately or highly useful to their current practice. Suggestions for improvement of the measure involved wording and formatting. This study supports existing evidence that goal setting is highly valued by occupational therapists, however, formal tools are not always used. There was preliminary support for a measure such as the BiGSS as a means of documenting children's and families confidence in goal pursuit.

A good place to start

An ‘All about me’ topic is a great way to introduce a new group of children to each other and the setting. Here are some fresh ideas that help with making relationships and boost children's confidence and self-esteem.

Effects of Home Access to Active Videogames on Child Self-Esteem, Enjoyment of Physical Activity, and Anxiety Related to Electronic Games: Results from a Randomized Controlled Trial.

Active-input videogames could provide a useful conduit for increasing physical activity by improving a child's self-confidence, physical activity enjoyment, and reducing anxiety. Therefore this study evaluated the impact of (a) the removal of home access to traditional electronic games or (b) their replacement with active-input videogames, on child self-perception, enjoyment of physical activity, and electronic game use anxiety. This was a crossover, randomized controlled trial, conducted over a 6-month period in participants' family homes in metropolitan Perth, Australia, from 2007 to 2010. Children 10-12 years old were recruited through school and community media. Of 210 children who were eligible, 74 met inclusion criteria, and 8 withdrew, leaving 66 children (33 girls) for analysis. A counterbalanced randomized order of three conditions sustained for 8 weeks each: No home access to electronic games, home access to traditional electronic games, and home access to active-input electronic games. Perception of self-esteem (Harter's Self Perception Profile for Children), enjoyment of physical activity (Physical Activity Enjoyment Scale questionnaire), and anxiety toward electronic game use (modified Loyd and Gressard Computer Anxiety Subscale) were assessed. Compared with home access to traditional electronic games, neither removal of all electronic games nor replacement with active-input games resulted in any significant change to child self-esteem, enjoyment of physical activity, or anxiety related to electronic games. Although active-input videogames have been shown to be enjoyable in the short term, their ability to impact on psychological outcomes is yet to be established.

Teachers' perceptions about children's movement and learning in early childhood education programmes

Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the design of outdoor play areas.

Reading for pleasure in paradise: paired reading in Antigua and Barbuda

AbstractReading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading.

Moulding more from dough

Kalpana Pandit explores how the sensory properties, texture and reworkability of play dough make it a powerful tool for developing children's speaking skills, vocabulary, letter formation and confidence.

Involving children in reflective discussions about their perceived self-efficacy and learning experiences

Previous research indicates the importance of self-efficacy beliefs for young children's learning and achievement. However, the challenge has been to research young children's self-efficacy in authentic learning situations. Therefore, the aims of this study were to investigate young children's immediate experiences of confidence in specific classroom-learning situations and to explore the factors that support young children's self-efficacy. The participants (n = 24, children aged six to eight years) from four primary school classrooms were videotaped over the course of seven weeks. During recall discussions, the video clips from the videotaped classroom activities were used to stimulate children's memory regarding the confidence they experienced in specific learning situations. Three levels of confidence (high, moderate and low) were identified. The results showed that three interactive learning contexts (child-teacher-task, child-task and child-child-task) support the development of children's self-efficacy. The findings elucidate the factors influencing children's confidence and indicate it is essential to involve them in discussions about their learning experiences and self-efficacy beliefs. This paper adds to the literature on participatory approaches involving young children in aspects of the analysis and provides important information on how teachers can scaffold young children's confidence and promote self-efficacy in the classroom.

Impact de la dimension psychologique dans le traitement du diabète. L’estime de soi, frein ou moteur à la mise en place de stratégies de soins et d’adaptation à la maladie

As a chronic disease, diabetes in children has repercussions on self-esteem, which, in return, influences children's self-confidence as well as their self-care skills. The young patient establishes strategies for adapting to the disease, or coping strategies, which depend on the child's age (problem solving) and mirror the adult parent. Self-esteem is also established and maintained in favor of successful social integration among the child's peers.

Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall

AbstractThis study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry‐based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived credibility of experimental data can impede conceptual change. Both assumptions were tested by comparing the belief revisions and confidence ratings of children (n = 60) engaged in an inquiry task about falling objects. Children were assigned to one of three instructional conditions that differed with regard to the type of materials and the possibility to manipulate those materials. Main findings confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch. Belief revision about visually discernible characteristics proved independent of the type of material and type of manipulation, as was children's confidence in their post‐instructional beliefs. Together, these findings indicate that tactile cues derived from physical manipulation can have a unique contribution to children's science learning.

The impact of changes to the school play environment on children's confidence and play behaviour: A Principals perspective

Introduction: Improving school playgrounds to enhance physical activity in children (PLAY) is an environmental intervention currently being developed in the New Zealand (NZ) primary school setting, to encourage increased physical activity in children. PLAY has been developed as new evidence emerges for the efficacy of well set up school plays grounds and play policies for both health and educational outcomes. PLAY offers a comparatively inexpensive and perhaps more permanent method for increasing physical activity in children, than approaches requiring significant adult involvement.

Developmentally appropriate practices and children's perception of self-competence in Head Start classrooms

The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the Education of Young Children (NAEYC) are teaching practices that are age appropriate, individually appropriate and culturally appropriate. Seventy-two children attending six Head Start centres participated in the study. Trained researchers filled out the Rating Scale to assess the use Developmentally Appropriate Practices in Early Childhood Classrooms. The participating children's perceived self-competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance. Correlational analysis showed that some of the subscales assessing the use of developmentally appropriate practices were correlated with two of the subscales of the children's perception of self-competence. The above results provide some insight into the importance of the use of developmentally appropriate practices and their effects on children.

Language policy and literacy practices in the family: the case of Ethiopian parental narrative input

The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by internal and external forces in parent–child interaction among 60 Ethiopian families in Israel. Participants performed four extended discourse tasks. The findings indicate that these parents have preferences for certain extended discourses, and that the form and function of these preferred discourses coincide with those needed for better scholastic literacy. Ethiopian parents prefer oral not written discourse as the anchor for their literacy-driven parent–child interaction. They resort to descriptions and folk narratives coinciding with expected vocabulary use and the cannons of narrative syntax in their native language. The need for the institutionalised language education policy to make the ‘cultural and linguistic affordances’ for these families’ language policy requires mutual respect and interaction between the two literacy traditions. Legitimacy of the FLP can enhance both child's and parent's confidence and well-being contributing greatly to literacy enhancement and development.