Value In Young Children Research Articles

Implementasi Tayangan Youtube Riko The Series Terhadap Pengembangan Nilai Agama Dan Moral Pada Anak Usia Dini

Dewi Stiani. The Implementation of YouTube Show Riko The Series on the Development of Religious and Moral Values in Early Childhood. 2024 Thesis. Bekasi. Faculty of Education Sciences, Early Childhood Teacher Education, Universitas Panca Sakti Bekasi. This study aims to examine the implementation of the YouTube Show Riko The Series on the development of religious and moral values. It uses an instrument for assessing the development of religious and moral values in 5-6 year old children. The research method employed is descriptive with a qualitative approach. The subjects of this research are children aged 5-6 years in class B at TKQ Daarul Musthofa. Data collection techniques involve observation and documentation, with qualitative data analysis conducted through several activites data reduction, data presentation, and data verification or conclusion. The research findings indicate thar the development of religious and moral values in children (Aged 5-6 years) hes improved after watching the YouTube show riko The Series. This study underscores the significance of early childhood education, particualarly concerning the development of religious and moral values in young children.

Development of "Religion Mazes For Kids" Educational Tools to Enhance the Religious and Moral Values of Children Aged 4-5 Years

This study aims to develop an educational game tool called "Religion Mazes for Kids" to enhance the religious and moral values of children aged 4-5 years. Utilizing a research and development (R&D) method and needs analysis through surveys, this research produces a product whose feasibility is tested using descriptive quantitative analysis, including validation tests, initial field trials, and extensive field trials. The results indicate that this tool is suitable for use, with validation from material and media experts showing a "very good" category (scores of 4.75 from material experts, 4.46 from media experts, and 4.62 from classroom teachers). Improvement in children's abilities is evident from the pretest and posttest tables, with a significance value (2-tailed) of 0.002, indicating that H0 is rejected and H1 is accepted. These findings suggest that integrating educational games like "Religion Mazes for Kids" into early childhood learning can effectively foster the development of religious and moral values in young children.

UPAYA MENANAMKAN NILAI-NILAI PROFETIK PADA ANAK USIA DINI MELALUI CERITA SIRAH NABAWIYAH

Sirah Nabawiyah is an existence that is targeted to be taught to children from an early age. This needs to be developed by instilling prophetic values, namely through the story of Sirah Nabawiyah. Especially for children at an early age who should be instilled and taught learning based on the Al-Qur'an and the Hadith of the Prophet. The aim of this research is to examine the instilling of prophetic values ​​in young children through the story of Sirah Nabawiyah. The research was conducted in a city in Palangka Raya, precisely in the province of Central Kalimantan, Indonesia. The research method used is qualitative. Data collection was obtained through observation, interviews and documents. The data analysis method uses the example of Miles, Huberman and Saldana which is carried out in three stages, namely data analysis by combining data, displaying data and drawing conclusions. The results of this research reveal that efforts to apply prophetic principles in childhood through the Sirah Nabawiyah story can contribute to the development of moral and religious values, language development, character formation and children's memory. The story of Sirah Nabawiyah for children is not only for knowing the story of Sirah Nabawiyah, but can increase children's love for the Prophet Muhammad SAW and learn about the Prophet's struggle in spreading the message of Islam, apart from that, children are also expected to be able to apply and emulate it in their daily lives.

A Cross-Country Validation Between Kosovo and the Netherlands of the Dutch Perceptual-Motor Skills Assessment for Talent Detection in Table Tennis

Background. This study focused on the cross-country validation of the Dutch perceptual-motor skills assessment used for talent detection in table tennis which also could be the basis to create country-specific norm values in young children (aged 7 to 9). Materials and methods. In total, data from 172 children from Kosovo and 219 children from the Netherlands were compared. The data consisted of the outcomes of seven items of the Dutch perceptual-motor skills assessment evaluating gross motor function (i.e., sprint and vertical jump) and ball control (i.e., throwing a ball, speed while dribbling, aiming at target, ball skills and eye-hand coordination). A multivariate GLM analysis revealed significant differences between the two countries with large effect sizes regarding both constructs. Preliminary normative values are presented per country. Results. The results show that perceptual-motor skills can vary between children of the same age and sex between European countries. For that reason, it seems sensible to further investigate the necessity of establishing norm values per country and also the underlying mechanisms that might reveal why and how cross-country differences arise. Conclusions. Moreover, it might make sense to study an international sample of recreational and high performance youth and adult players to create a benchmark for talent detection and talent identification in table tennis. This will likely gain more insight into what the key aspects are to participate in table tennis and what is necessary for the elite level.

The Role of Teachers in Values Education in Pakistan: A Case of Early Childhood Education and Development from Pakistan.

The teachers in early childhood education and preschool have a significant influence on curriculum and daily practices in the class, therefore, have a dominant influence on the implementation of values education. Deeming values as a social construct, this small-scale qualitative case study was carried out to explore the priority values of early childhood education teachers and their ways of teaching values in a school in northern Pakistan. Interviews and classroom observations were conducted to gather in-depth data from the school leadership and the teachers. Teachers were found primarily focused on the inculcation of societal values, behaviors and life skills needed for children to successfully adjust to society. In this school, teachers are playing a dominant role in the values education of the young children through role modeling, daily practices and routines and interactions with the parents. School leadership is focused on values education. While doing so, they are aspiring for other stakeholders to accept the upper hand of the school values and expect them to facilitate the inculcation of these values in young children. The school and teachers are facing the problem of the reluctance of parents to take full responsibility for the values education of their children.

From Policy to Practice: Cultivating Social-Emotional Competencies and Values in Young Children

From Policy to Practice: Cultivating Social-Emotional Competencies and Values in Young Children

Digital Parenting: Utilizing Technology to Instill Islamic Education Values in Young Children

Early use of technology always has advantages and disadvantages in social interactions. Some neighborhood organizations believe that technology may promote accountability, pragmatism, security, and convenience. Other groups, meanwhile, believe that gadgets are prone to criminality. Gadgets must be present since they are an unavoidable aspect of life. Use intended for young children requires parental supervision. Similarly, technology can be employed as a teaching tool. The study's goal was to investigate how Islamic education ideals are taught to young children through the use of technology. This study used descriptive qualitative research as its methodology. ways for gathering data through observation, interviews, and documentation. Ten parents of young children participated as informants in the study. Data reduction and exposure stages, as well as inference and data verification, are all used in technical analysis of the data. By using three different procedures and data sources, the veracity of the data is tested. The study's findings demonstrate that: First, early childhood care can be provided using either an authoritative parenting style, which limits children's independence while granting them authority, or a permissive parenting style, which pampers them. Second, using technology as media is one way that parents today are instilling Islamic education values which includes aspects of aqidah, worship (ibadah), and morals (akhlak) in their children. Third, gadgets have a negative impact on early childhood including cyberbullying, pornography, blasphemy and speaking impolitely in cyberspace, then children think instantly, are less active, addicted to gadgets and result in a consumptive lifestyle.

Comparison of handgrip strength values in young children when using two different types of dynamometers.

A Smedley hand dynamometer is one of the standard devices for measuring handgrip strength (HGS) for children and adults. The aim was to compare the HGS values using two different types of dynamometers (Grip-A or Grip-D) in young children. To enable comparison between the two devices, we have redesigned the Grip-D (i.e., modified Grip-D). Twenty-five preschool children (10 girls and 15 boys) performed maximal voluntary HGS in the right hand using two different types of dynamometers. We ran a paired sample t-test on the difference in HGS between the two devices. The measured values of HGS were 9.95 kg for Grip-A and 8.56 kg for modified Grip-D, and the difference between the two devices [1.39 (SD 0.65) kg] was greater than we expected (95% limits of agreement: 0.11, 2.6kg). Thus, we then calibrated both dynamometers ourselves using known weights. The measured values were corrected if there was an error between the known weight and each dynamometer. Following adjustment, there was still a statistical difference (p < 0.001) in HGS between Grip-A [10.65 (SD 1.52) kg] and modified Grip-D [9.98 (SD 1.85) kg]. However, the difference between the two devices was 0.67 (SD 0.69) kg with the 95% limits of agreement between -0.68 and 2.0kg. It is concluded that the HGS values of children measured with the company-calibrated new Grip-A and modified Grip-D could provide reasonably close estimates.

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

Moral education in Taiwanese preschools: Importance, concepts and methods

Early childhood is a period of rapid development and growth, and regardless of physical, psychological, and social abilities, young children at this stage have great plasticity and strong imitation ability. Childhood is a critical period for individual learning; so preschool teachers must provide young children with appropriate moral education at this time. This paper is to discuss the importance of moral education for young children in Taiwan, analyze the relevant literature, and review the teaching concepts and methods of moral education. Moral education of young children is important because the ultimate goal of early childhood education is to shape the character of young children; so its content must focus on moral education, which cultivates moral values in young children. Moral education also develops an understanding of empathy and social responsibility for young children. This paper argues that preschool teachers must (1) respect young children’s moral subjectivity; (2) understand that early childhood is a critical period in which moral behavior is shaped, and (3) organize young children’s moral teaching from the concrete to the abstract. In terms of the optimal teaching methods, this paper proposes that preschool teachers use: (1) moral storytelling, (2) instructional media, (3) picture books, (4) discussion of moral issues, (5) peer learning, (6) moral narratives, (7) modeling moral behavior, (8) incorporate young children’s life experience, and (9) invite young children’s parents to participate in moral education. This study contributes to the literature on early childhood moral education and provides an insight into the praxis of moral education for young children in Taiwan.

Peak Cough Flow in Children with Neuromuscular Disorders.

Patients with neuromuscular disease (NMD) experience weakened cough due to progressive respiratory muscle weakness. Peak cough flow (PCF) measurements derived from adult populations are used to recommend initiation of assisted cough therapies. The objective of this study was to characterize PCF values among pediatric patients with NMD. Retrospective chart review was performed for patients seen in the multidisciplinary pediatric muscular dystrophy clinic from 2010 to 2016. Clinical and demographic variables included age, gender, ambulation status, and PCF measurements. 366 patients with an established diagnosis of NMD (median age 11.8years) were included in this study. 102 (27.8%) out of the 366 patients were affected by Duchenne muscular dystrophy (DMD), 42 (11.5%) by congenital muscular dystrophy (CMD), 42 (11.5%) by Charcot Marie Tooth disease (CMT) and 24 (6.5%) by Becker's muscular dystrophy (BMD). The mean PCF values in DMD (255.8L/min) and CMD (249.1L/min) were lower than CMT (321.5L/min) with p-values of 0.007 and 0.02, respectively. The mean PCF of BMD (333.3L/min) was higher than that of DMD and CMD but the difference was not statistically significant. PCFs were not statistically different between ambulatory and non-ambulatory status (263.0L/min versus 290.8L/min, p = 0.12). Children under 10years of age had lower PCF relative to older subjects (179.5L/min versus 300.9L/min, p < 0.0001). Baseline PCF values in young children are below the adult-specific values suggested for starting assisted cough techniques. Further longitudinal trials are required to derive pediatric-specific reference values for PCF in patients with NMD.

Periostin levels in children without respiratory disease.

Periostin is a protein that serves as a downstream marker of the T-helper type 2 (Th2) cell response. It may serve to identify drug-responsive inflammatory phenotypes, particularly in children with asthma and possibly bronchiolitis. There are no published levels of periostin in healthy children <2 years of age, limiting interpretation of periostin levels in disease. We sought to explore the range of periostin levels of children <2 years without significant confounding illnesses. Children undergoing clinically indicated phlebotomy or having a peripheral intravenous catheter inserted prior to general anesthesia or procedural sedation were enrolled. A 0.5 mL sample of blood was collected and frozen at -70°C. After thawing, periostin was measured with a Luminex assay (R&D Systems, Minneapolis, MN). Medical record review and/or parental interview elicited potential variables associated with periostin. Association was evaluated using Mann-Whitney rank sum test, Kruskal-Wallis ANOVA, and Spearman correlation as appropriate. Among 43 children (23 male, 20 female, age range 9-15.7 months), periostin levels were inversely correlated to age (r = -0.438, P = 0.003). Periostin levels also differed significantly between children <12mo (734.0 [576.6-906.5] ng/mL), 12-18mo (645.1 [363.8-538.2] ng/mL) and >18mo (416.4 [363.8-538.15] ng/mL) (P < 0.001). In our sample of relatively healthy patients <2 years old, periostin levels were inversely correlated with age and not dependent on other studied variables. However, further work is needed to establish normal periostin values in young children.

An Exploratory Study of Early Visual Arts Education in Two Hong Kong Kindergartens

ABSTRACTThis study investigates teachers’ beliefs about early visual arts education and implementation in kindergartens through an exploratory study involving 33 teachers in one whole- and one half-day kindergarten. Six classrooms were observed with their teachers participating in subsequent semistructured interviews. Although surveyed teachers reported positively to the beliefs about early visual arts knowledge, implementation, and value for young children, interviewed teachers’ responses were more diverse. The study found kindergarten teachers were unprepared for and varied in their implementation of early visual arts teaching at lower and higher class levels. Visual arts training should be enhanced in kindergarten teacher education programs.

The Revival of Local Fairy Tales for Children Education

This study explored the function of fairy tales as a means of entertainment and education for children. Fairy tales in children's literature have gradually shifted from an oral storytelling tradition to a mass media product. The role of the mother as the first and foremost teacher of her children is increasingly challenged in modern education. From pre-school age up to junior high school level, a child needs special attention from his or her parents, especially the mother. From the age of three until a child enters primary school, the parents, especially the mother, play a strategic role in fostering various aspects of development language, psychology and character. One way in which this takes place is through storytelling, however unfortunately children's literature in the form of local fairy tales often no longer has a place in the home or the kindergarten. This case study in South Sulawesi, Indonesia explored the causes behind this change. Data were gathered through interviews and questionnaires. A simple statistical method was used to analyse the data. The results show that telling fairy tales to children is still relevant and can help to instil character values in young children.

Learning-Related Values in Young Children’s Storybooks: An Investigation in the United States, China, and Mexico

This research examined the prevalence of learning-related values in children’s storybooks in the United States, China, and Mexico. Storybooks ( N = 157) were randomly selected from government-recommended booklists in each country. Trained coders assessed the prevalence of learning-related beliefs (e.g., malleability of ability), motivated cognitions (e.g., achievement orientation), and behaviors (e.g., effort) in the storybooks. A set of MANOVAs revealed that Chinese (vs. American and Mexican) storybooks contained more instances of learning-related beliefs and behaviors. For example, Chinese storybooks included more instances of achievement-related goals and behaviors, relative to storybooks in the United States and Mexico. With the exception of achievement goals and helplessness, the prevalence of learning-related qualities was largely similar in the United States and Mexico.

Values of Bodily Play in Young Children’s Peer Culture: Re-conceptualizing children’s social competence

This study investigates the roles and the meanings of young children’s bodily play and bodily interactions in their peer culture. Based on the 8 months of ethnographic study, including participant observations of 4-year-old children’s free play time and teacher interviews, this study articulates the values in young children’s bodily play and bodily interactions in their social lives, which were very enjoyable and successfully modes of language that naturally elicit peers’ laughter and resolve any possible conflicts during play. Discussing the emphasis in the dominant discourses of social competence, which is frequently put on children’s verbal expressions and interactions, this study depicts the existing conflictive values between children and teachers regarding social competence and social interactions with peers. Applying Bakhtin’s notions of monologic language and carnivalosque, this study calls for early childhood educators’ heightened appreciation of young children’s bodily play, which is deeply associated with children’s social competence.

How to use … the Monospot and other heterophile antibody tests

Epstein-Barr virus (EBV) is a highly prevalent virus, transmitted via saliva, which often causes asymptomatic infection in children but frequently results in infectious mononucleosis in adolescents. Heterophile antibody tests, including...

Examining the consistency and coherence of values in young children using a new Animated Values Instrument

The existence and formation of values across the lifespan has been of particular interest to psychology researchers for decades. In this study we examine the consistency and coherence of values in early childhood using a new animated instrument - the AVI (Animated Values Instrument). Based on Schwartz's circular values structure the AVI is a multi-sensory instrument designed to enhance young children's understanding of each value. We present evidence from a sample of 329 five to twelve year-olds that shows children, as young as five, make consistent choices about their own values. Results show that consistency of choice is high for the majority of children across all age groups and complete consistency of choice in almost all older children. We also demonstrate coherence in the circular structure of values in young children at the sample and individual level for the first time. The discussion outlines new directions for future research on the development of values in young children.

Racial-ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment.

Research consistently shows that neighborhood socio-demographic characteristics and residents' neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% African American, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth's academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children's neighborhood context is important for development. Results are discussed to highlight environmental influences on young children's awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment.

A new clinical scoring system for adenoid hypertrophy in children.

Chronic nasal obstruction due to adenoid hypertrophy is a very common disorder. Although the clinical assessment of adenoid hypertrophy is essential, its real value in young children is difficult to evaluate. The purpose of this prospective study was to validate a simple clinical score to predict the severity of adenoid obstruction and to evaluate the relationship between this method of clinical scoring with radiography and nasopharyngeal endoscopy. Ninety symptomatic children were enrolled into this study. The clinical score included difficulty of breathing during sleep, apnea, and snoring. We investigated the relationship between clinical scoring, nasal endoscopy, and radiographic findings. The clinical score correlated very well with endoscopic findings (P<0.000), but the correlation between the clinical score and radiologic findings (P>0.05) and endoscopic findings and imaging (P>0.05) was weak. Clinical findings could be used to select children for adenoidectomy, especially when endoscopic examination is not available or cannot be performed.