Children Start Research Articles

Training Of Reading Writing The Qur'an Creating Generation Qur'ani Village Island Nine Substance Pangkalan Susu Langkat District


 
 
 
 The flow of globalization has a positive impact and a negative impact. Advances in technology have brought us ease of activity, but technological advances have also eroded children's lives with the emergence of nature, materialism, capitalism, pragmatism, and hedonism. Children start with bad traits and characters. We are also responsible for the progress of the times by continuing to equip children to continue to be on the correct Islamic corridor. The Qur'anic generation is the generation that uses the Qur'an as a way of life and believes in its truth. They can show strong aqidah, true worship, and good morals, and high civilization. They also read, memorize, and understand properly and correctly the meaning contained in the Qur'an and practice all its contents in aspects of their lives. Thus the community service team for the Islamic Education Management Study Program at the Islamic High School carried out training in reading and writing the Qur'an in Pulau Sembilan Village, Pangkalan Susu District, Langkat Regency. This activity was carried out using the meeting method with the head of Pulau Sembilan Village and MDA teachers, TPQ. Then the training using the lecture method, discussion, and practice. As a result of this activity, the MDA, TPQ teachers were very enthusiastic in participating in this activity. It is proven by the discussions from the participants in honoring the understanding of this training.
 
 
 

Designing Drawing Apps for Children: Artistic and Technological Factors

ABSTRACT Children start scribbling by two years of age and then they gradually learn to draw and paint on drawing sheets using crayons and watercolor. Nowadays, children also start interacting with smartphones at about two years of age and many of them like using drawing apps. We studied how children use drawing apps and how drawings made by them on drawing sheets and using apps differ. We observed 150 children aged between two and twelve years draw using the two mediums. We found that the two- and three-year-old children preferred apps to have a simpler interface, scribbling with glowing colors and listening to background music synchronized with their finger movement. The four- to six-year-old children could draw simple shapes with multiple colors and use the “eraser” feature of the apps. The seven- and eight-year-old children could draw sceneries with “brushes” of different thickness, use the “flood fill” and “undo” features, and open saved drawings. The nine- and ten-year-old children could also use the “redo” and “zoom” features, but complained about the small size of the “canvas”. The eleven- and twelve-year-old children could use “erasers” of different widths. We recommend developing different drawing apps according to the artistic and technical skills of children of different age groups, and believe that such apps can help in nurturing creativity in children.

Permasalahan Pemahaman Konsep Siswa pada Pelajaran Matematika Kelas 3 Semester 1

Mathematics education in elementary school is the beginning of a child's start to explore his ability to understand concepts in mathematics and the knowledge gained will greatly influence it at the next level of education. Learners in solving comparison questions, including concept errors which are wrong in presenting a form of comparison. The wrong principle that was made was wrong in using the principle of comparative dedication. While the operation error performed is in calculating the results of the comparison simplicity.

Supplemental Material for Trajectories of Anxiety When Children Start School: The Role of Behavioral Inhibition and Attention Bias to Angry and Happy Faces

Supplemental Material for Trajectories of Anxiety When Children Start School: The Role of Behavioral Inhibition and Attention Bias to Angry and Happy Faces

Evaluating Children’s Interaction with Touchscreens From 0 to 8 Years Old

Children start using mobile devices at a very young age. In this paper, we review the research done to evaluate children’s capabilities and limitations when interacting with multi-touch screens. The different factors affecting children’s touch gestures performance are evaluated. It was found that children are able to perform several complex touch gestures that are not currently used in applications targeting their age. The current research showed that children’s usage of different multi-touch gestures is affected by their age and screen size. Design guidelines are recommended to improve young children’s usability of multi-touch devices.

The Eight Stages of Psychosocial Protective Development: Developmental Psychology

The proposed universal psychological mechanism for developmental psychology is the mental protective system whose different parts emerge and mature in the eight different stages of psychosocial protective development under different social interactions. The proposed eight stages of psychosocial protective development are childhood (infancy, toddlerhood, pre-juvenile age, and juvenile age), adolescence, early young adulthood, late young adulthood, early middle adulthood, late middle adulthood, early late adulthood, and late late adulthood. The mental protection system consists of four socialities (collectivistic, individualistic, interdependent, and generativity), three worldviews (territorial, competitive, and cooperative), and the mental immune system for four regulated and unregulated countermeasures (hyperactivity, phobia, comforter, and rationality) against adversities. During childhood, dependent children have collectivistic sociality under the protection of committed parents and territorial worldview with the boundary of family. Children start with the unregulated mental immune system without delayed gratification due to mental immaturity, and gradually acquire the regulated mental immune system with delayed gratification through mental maturity. Adolescents transit to adulthood. Independent adults have the regulated metal immune system, individualistic sociality with reciprocity, and competitive-cooperative worldviews without boundary. After the age of 50, older people as elder leaders-mentors develop generativity sociality to protect next generation. The paper shows that the mental protective system as the universal psychological mechanism for developmental psychology explains clearly psychosocial protective development, the human evolution, the Piaget’s cognitive development, the Erikson’s psychosocial (ego-social) development, the Confucius’ (educated person’s) six milestones of life, and parent-child relation in the Abrahamic religions (Judaism, Christianity, and Islam) and Confucianism.

Prevention of Cardiovascular Disease Must Start in Children

Indirect evidence suggests that implementing prevention strategies at younger ages is more effective for delaying the development of cardiovascular disease. The focus should be on curing atherosclerosis to reset the vascular aging clock by preventing and addressing cardiovascular risk factors in children and adolescents.

Can Parents Influence Children’s Mathematics Achievement and Persistence in STEM Careers?

This study explores the relationship between parental motivational practices, Children’s mathematics achievement trajectories, and persistence in science, technology, engineering, and mathematics (STEM) careers. Nationally representative longitudinal survey data were analyzed using latent growth curve analysis. Findings indicate that parents’ motivational practices influence their children’s mathematics achievement in terms of where the Children start in the 7th grade and how much mathematics achievement grows or changes through the 12th grade. Findings also indicate a positive relationship between mathematics-specific, intrinsically focused parental motivational practices and growth in mathematics achievement and persistence in STEM careers. These findings provide specific information about how different types of parental motivational practices influence long-term mathematics achievement and persistence in STEM careers.

Fostering Early Numerical Skills at School Start in Children at Risk for Mathematical Achievement Problems: A Small Sample Size Training Study

Eight six-year old German children with development disabilities regarding such number competencies as have been demonstrated to be among the most relevant precursor skills for the acquisition of elementary mathematics received intensive training with the program

Perspectives on school readiness in rural Ireland: the experiences of parents and children

In contrast to a burgeoning literature examining the experience and management of children's start to school, much less is known about school readiness in rural Ireland. On this premise, a questionnaire survey was designed to explore the views of parents (n=145) on their child's preschool experiences and readiness for school. Due to a paucity of preschool provision in rural areas, attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience. In consequence, a considerable number of children start school at four years of age, two years below the compulsory starting age. On reflection, almost one-third of the parents in this study believe their child was too young for school. An important feature of this research is the inclusion of young children (n=22) between four and six years of age in their first year at school. Although the children anticipated differences between preschool and school, the majority found it difficult to adapt to having fewer toys and play opportunities and to the formal curriculum which characterises teaching and learning in infant classes. Zeitgeist and global and national economic factors inform the interpretation of the results.

Children—Start Your Motors!

Children—Start Your Motors!

Потребительское поведение детей в Интернете

The article is devoted to consumer behavior of kids in the Internet. New consumer patterns have appeared and the old ones have changed because of increasing intervention of the Internet when each internet-user can buy any good or service by a few clicks without visiting traditional off-line shops. The emergence of new behavioral patterns definitely affects the young audience of the Internet. Children start using the cyberspace to consume goods and services. They also learn new norms and behavioral patterns in the process of this consumer socialization. At the same time, there are no widely accepted explanations of the impact of the Internet on formation of consumer patterns of Russian children aged 8 to 12.The aim of this research is to understand how children using Internet form new consumer skills, relations and abilities and to foresee the future development in the area. The paper is based on the online-survey of 1273 kids aged 8 to 12 visiting social web Tvidi.ru

Grammatical Functions of Verbs in Child Language

The article explores the division of grammatical functions of verbs that, according to the author, is the most suitable for the general Latvian language system and illustrates this division with practical examples of language use. Respectively, all verbs are divided into two groups according to their grammatical functions – independent verbs and auxiliary verbs. All groups of verbs used with an auxiliary meaning are explored – auxiliary verbs, copulas and modal verbs. This division of verbs is based on the grammaticalization of the verbs, since, formerly, verbs, now used in auxiliary sense, were used in a substantive meaning and only gradually acquired their auxiliary meaning. The use of auxiliary verbs is a signicant indicator of a grammatical system development of a language, therefore it also attracts the attention of child language researchers, as it allows exploring in what order and in what ways children acquire the corresponding meanings and functions of verbs. The aim of this study is to, within limitations, explore the grammatical functions of verbs used in child language and the order of their acquisition, to analyze peculiar constructions that are formed with auxiliary verbs, as well as to detect problems that should be prevented prior to further research. One of the main problems is the limited child language material available for this study. In order to objectively judge about the ways the grammatical system develops in child language, one should rst conduct full research on language of several children, as this is the only way to observe the order and ways in which certain forms and constructions emerge in child language. Child language has the same division of grammatical functions of verbs as general language. By studying the acquisition sequence of various grammatical functions in child language, it may be concluded that independent verbs are the rst to appear in child language. Children start using auxiliary verbs later – initially they use the verbs with an auxiliary meaning that are the most common in the language of their parents and in the most common constructions. The order of their appearance is as follows: copula būt (to be), modiers gribēt, varēt (want, can), auxiliary verb būt (to be) (initially present perfect forms of the indicative mood, the rest of the forms emerge signicantly later). Constructions with auxiliary verbs that are not characteristic to general language are also common in child language. Such constructions are formed at the beginning stages of auxiliary verb application, before the grammatical function system of verbs is fully understood.

Do Children Start Out Thinking They Don't Know Their Own Minds?

Abstract:Various researchers have suggested that below 7 years of age children do not recognize that they are the authority on knowledge about themselves, a suggestion that seems counter‐intuitive because it raises the possibility that children do not appreciate their privileged first‐person access to their own minds. Unlike previous research, children in the current investigation quantified knowledge and even 5‐year‐olds tended to assign relatively more to themselves than to an adult (Studies 1 and 2). Indeed, children's estimations were different from ratings made by their mothers: Their mothers sometimes rated themselves as knowing more about their child than they rated their child as knowing (Study 2). While previous research seemed to suggest that children shift from viewing their mother to viewing themselves as the authority on knowledge about them (the children), these new findings surprisingly suggest the opposite.

At What Age Do Children Start Taking Daily Asthma Medicines on Their Own?

Use of daily controller medications is a critical task in management of persistent asthma. Study aims were to examine (1) the association between child age and extent of daily controller-medication responsibility in a sample aged 4 to 19 years, (2) parent, child, and disease predictors of child daily controller-medication responsibility and overall daily controller-medication adherence, and (3) the association between child daily controller-medication responsibility and overall daily controller-medication adherence. We conducted a cross-sectional telephone survey of 351 parents of children who were prescribed daily controller medication. Children's mean age was 10.4 years; 61.5% were male, and 88.1% were white. Parents provided all data, including an estimate of the percentage of child and parent daily controller-medication responsibility. Daily controller-medication adherence was measured as parents' report of percentage of daily doses taken per doses prescribed in a typical week. We used multivariate linear regression to determine associations between parent race/ethnicity, education, income, number of dependents, child age, gender, years since diagnosis, parent perception of symptom severity and control, and dependent variables (child daily controller-medication responsibility and daily controller-medication adherence). We also examined associations between child daily controller-medication responsibility and daily controller-medication adherence. Child daily controller-medication responsibility increased with age. By age 7, children had assumed, on average, almost 20% of daily controller-medication responsibility; by age 11, approximately 50%; by age 15, 75%; and by age 19, 100%. In multivariate models, child age and male gender remained significantly associated with child daily controller-medication responsibility, and child's age and parents' race/ethnicity remained significantly associated with daily controller-medication adherence. Clinicians may need to screen for child daily controller-medication management and include even young children when educating families on the use of asthma medications and other key asthma-management tasks.

Lebensalter und Philosophie

Is there a specific or preferred phase of life predestined philosophising? How many years are necessary to start philosophising? Or is it bound to a certain age and ends after that age? It depends on the kind of philosophising. Philosophising can be thinking of the absent things. This happens in conversation with oneself. Children start with this kind of thinking not until they are ten years old. Professional philosophers need a lot of experience in living and thinking. Their main works therefore are rarely written before the age of thirty. However, philosophising can also mean wondering and being amazed while perceiving concrete situations. Children start very early with it. Their permanent questions why or what for are the questions causality and meaning respectively. Children also form early moral judgements. Partly they adopt norms, partly they have emotional insights and partly they develop a feeling justice. A child can conclude from a single death that we all will die. It starts from a concrete death that hurts and turns to a problem. This problem leads to a general question. With this question it discovers a kind of law. Some simple steps of thinking lead to an insight. A general view of the world and human beings will be constructed after a lot of steps. Since the day of birth we have had contact with the social world and the world of things, which influence our views. The arch of life is a common model since the early Middle Ages and is based on the power of life. The more power you have, the less help you need in this model. At the beginning of life you need much help, after some years you are able to work and to help others, but in old age you lose power and you again need help. This arch of life is based on one dimension only. But every phase of life has its own qualities, which are overlooked in this model. There are parallels in the naturalistic models that say that there is a blossom, then a ripe fruit and finally the phase of rotting. In other words, the very young and the very old people are not proper persons. We talk about the many old people and think there are too many old people and we exclude a lot of people from human rights: children. Freeing oneself from a wrong kind of thinking makes it possible to see that in every phase of life there is a mortal and a creative aspect. We are mortal from the beginning and can be creative in the phase of dying.There are children who are more than the mature persons and there are old people who are more energetic than those in the years. The best age is every time - it depends on the quality we are focusing on. Thinking this way, we can give back human dignity to both children and elderly people.

The Child's Start in Day Care Centre

10 children have been followed from their start in day care and during the first months by means of qualitative observations. Their parents and kindergarten teachers have been interviewed. A basic issue in the study is that starting in day care means on the one hand separation from the family and on the other hand possibilities of new activities and new social relations. How does this issue figure in the day care life of the child? The day care centre appeared to be a place for exploration and activities with much attraction for the child. The separation was only difficult for one of the children. For this child a caring kindergarten teacher, opportunities for exploration and support in these activities from the kindergarten teacher was of importance in overcoming the difficulties with the separation. It furthermore appeared that right from the start the content in the child's day care life is related to activities with things and facilities and soon also with peers. The relation with the kindergarten teacher is important for the child in that through the caring attitude of the kindergarten teacher it becomes appreciated and a participant in the joint life.

Why Some Children Succeed Despite the Odds and Fair Start for Children: Lessons Learned from Seven Demonstration Projects

Why Some Children Succeed Despite the Odds and Fair Start for Children: Lessons Learned from Seven Demonstration Projects

Fair Start for Children: Lessons Learned from Seven Demonstration Projects

Introduction l The Fair Start Story--An Overview The Programms 2. Appalachian Communities Help Their Own: the Maternal infant Health Outreach Worker Project 3. Outreach to Migrant Farmworker Families: The Fair Start Project 4. Giving the Children of Austin, Texas a Fair Start: The Parent Support Programme 5. A Rural Clinic Reaches Out: The Rural Alabwna Pregnancy and Infant Health Project 6. A Bridge to the New World: The Haitian Perinatal Intervention Project 7. Sharing the Transition: The Adolescent Parents Project 8. A Medical Center Serves Its Neighbourhood: The Child Survival Programme 9. Issues of Program Design and Irnplementation IO.Program Operations: Time Allocation and Cost Analysis II.Realistic Expectations: Review of Evaluation Findings The Child Survival/ Fair Start initiative in Context References Index.

Children start smoking at a younger age

Children start smoking at a younger age