Years Of Formal Schooling Research Articles

Education and women in high-skill occupations in India

Purpose This paper aims to examine women’s likelihood of being employed in a high-skill occupation compared to men in India. It also analyses the impact of education on women’s likelihood of entering a high-skill occupation. Design/methodology/approach This study uses data from Periodic Labour Force Survey 2018–19. National Classification of Occupations 2004 is used to classify the occupations in three categories, i.e. high-skill, medium-skill and low-skill. The paper uses ordered probit with Heckman’s sample selection method to estimate the impact of gender identity and education on women’s likelihood of entering high-skill occupations. Findings The results show that female workers are more likely to be employed in high-skill occupations than male workers. Formal years of schooling and technical education further improve women’s probability of working in high-skill occupations compared to men. However, an increase in monthly per capita expenditure of the households improves men’s chances of being employed in high-skill occupations in comparison to women. It suggests that gender norms are still relevant. Originality/value Studies have found occupational segregation in India with a large share of women being employed in low-wage work. This study examines the issue by focusing on the skill level of occupations. It found that women have a higher likelihood of entering high-skill occupations in India and education is playing an important role in it.

Enriching the professional capital of primary school teachers to assess play and learning through play

ABSTRACT This paper explores the significance of a tailored professional learning program (PLP) for transforming primary school teachers’ practices through fostering the development of professional capital; specifically human capital. The focus of the PLP was on assessing play and learning through play for Foundation teachers (the first year of formal schooling) in Victoria, Australia. Drawing from professional capital theory, the study engages with a significant issue through a mixed methods approach. Findings showed that the tailored PLP enhances teachers’ abilities to not only implement play-based learning but also to assess children’s play abilities and learning through play. The study underscores the importance of professional learning in facilitating teachers’ capacity to integrate play-based approaches into the curriculum effectively, while also identifying the tensions between teachers’ learning about assessment through play and navigating this approach in the classroom with competing external and mandated school policies. The paper adds to existing literature highlighting the pivotal role of professional learning when situated as a social practice in shaping teachers’ practices and confidence. It provides ways to promote reflective dis[positions which impact professional learning opportunities and processes, while also pointing to the transformative conditions of social arrangements and personal aspects that enable agency, collegiality and deliberation.

Attention Paid by Children of Rural Mapuche, Urban Mapuche and Non-Indigenous Chilean Backgrounds to Interactions Directed at Others.

This study aimed to establish differences in third-party attention through a toy-building activity among children between 9 and 11 years old from three cultural backgrounds: Rural Mapuche, Urban Mapuche and non-Indigenous Chilean. It was also examined whether third-party attention is related to learning a previously observed activity. Third-party attention involves maintaining two or more foci of interest simultaneously without losing attention and or interrupting the course of a task. It is of interest to study because it may undergo changes as a result of exposure to schooling. Given that these groups differ in cultural practices and years of formal schooling, the hypothesis was that it might be possible to identify differences in their attention patterns. The results showed that it seems like practices of Rural Mapuche families encourage third-party attention much more so than the other groups; therefore, the learning of skills arises in constellations of cultural practices that involve children's living conditions and guide their development.

A phenomenological inquiry into farmers’ experiences growing cotton in Punjab, Pakistan

Sustainability in cotton production is inevitable because producing more cotton means more employment, economic acceleration, and industrial expansion. India, China, the United States, Brazil, and Pakistan contribute 74% of worldwide cotton production. Pakistan is contributing only 5%, despite the high potential of cotton. The average yield of cotton in Pakistan is stagnant at 570.99 kg hm−2, whereas it entails the highest cost of production among all other crops. The yield obtained in Pakistan is less than the potential, profitability is drastically lessening, and farmers are abandoning cotton for alternative kharif crops. Some traditional quantitative studies have unveiled different factors that affect cotton production. However, an in-depth qualitative study has never been conducted in Pakistan to explore the root causes of growing cotton crop failure. Following Moustakas’s traditional phenomenological guidelines, this phenomenological study was conducted in the district of Rahim Yar Khan in the core cotton zone of Punjab province. A total of 10 interviews were conducted with purposively selected cotton growers based on a criterion: (i) having more than 10 years of cotton growing experience, (ii) being a cotton grower, and (iii) having at least 10 years of formal schooling. Interviews were conducted face to face on an interview guide. One interview lasted 45–50 min, and responses were recorded and analyzed using a thematic analysis approach. A total of 6 themes emerged from the collected data, including (i) climate change, (ii) varietal problems, (iii) pesticide usage, (iv) sense of institutional services, (v) attitude of farmers and (vi) soil health and environment. These six merging themes contributed to cotton crop failure and yield decline. The deep exploration further summarized that researchers, extensionists, and farmers need to seriously consider variety, sowing time, and the environment to revive cotton crops. The detailed recommendations and policy guidelines are presented in this paper, highlighting the cotton sector’s research, development and investment areas.

Evaluation of information accuracy and clarity: ChatGPT responses to the most frequently asked questions about premature ejaculation.

Premature ejaculation (PE) is the most prevalent sexual dysfunction in men, and like many diseases and conditions, patients use Internet sources like ChatGPT, which is a popular artificial intelligence-based language model, for queries about this andrological disorder. The objective of this research was to evaluate the quality, readability, and understanding of texts produced by ChatGPT in response to frequently requested inquiries on PE. In this study we used Google Trends to identify the most frequently searched phrases related to PE. Subsequently, the discovered keywords were methodically entered into ChatGPT, and the resulting replies were assessed for quality using the Ensuring Quality Information for Patients (EQIP) program. The produced texts were assessed for readability using the Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease Score (FRES), and DISCERN metrics. This investigation has identified substantial concerns about the quality of texts produced by ChatGPT, highlighting severe problems with reading and understanding. The mean EQIP score for the texts was determined to be 45.93 ± 4.34, while the FRES was 15.8 ± 8.73. Additionally, the FKGL score was computed to be 15.68 ± 1.67 and the DISCERN score was 38.1 ± 3.78. The comparatively low average EQIP and DISCERN scores suggest that improvements are required to increase the quality and dependability of the presented information. In addition, the FKGL scores indicate a significant degree of linguistic intricacy, requiring a level of knowledge comparable to about 14 to 15years of formal schooling in order to understand. The texts about treatment, which are the most frequently searched items, are more difficult to understand compared to other texts about other categories. The results of this research suggest that compared to texts on other topics the PE texts produced by ChatGPT exhibit a higher degree of complexity, which exceeds the recommended reading threshold for effective health communication. Currently, ChatGPT is cannot be considered a substitute for comprehensive medical consultations. This study is to our knowledge the first reported research investigating the quality and comprehensibility of information generated by ChatGPT in relation to frequently requested queries about PE. The main limitation is that the investigation included only the first 25 popular keywords in English. ChatGPT is incapable of replacing the need for thorough medical consultations.

Cognitive strategies utilised by early learners when writing alphabet-letters from memory.

Occupational therapy handwriting studies have shown cognitive instructional techniques are effective methods to assist beginning or challenged handwriters. However, information about how children's cognitive (thinking) skills impact their handwriting development is scarce. This study examined the cognitive strategy efficiency of early learners while writing the alphabet-letters from memory. Participants included 408 mainstream children in their first two years of formal schooling (Year 1 and Year 2). Children were asked to write the 26-lowercase alphabet-letters from memory. Data were collected using alphabet-letters generated by the children and observation of their cognitive strategy use while writing. The measurement tool employed was the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis (Stage Two). The results found that Year 1 and Year 2 children had difficulties applying cognitive strategies across all four PRPP quadrants while writing the lowercase alphabet-letters from memory. Application of the cognitive strategies from the Plan and Recall quadrants showed the most inefficiencies. The lowest PRPP subquadrant scores were observed in Evaluating, Recall Facts, Sensing, and Programming. Except for the Attending subquadrant and the descriptor 'Regulates', Year 2 children were significantly better than Year 1 children at applying cognitive strategies from all other PRPP quadrants and subquadrants. The findings provide beginning evidence that efficient use of cognitive strategies from all four PRPP quadrants is important for children achieving proficiency in accurate and automatic alphabet-letter-writing skills. Recommendations for occupational therapy handwriting assessment and intervention are provided. Research suggests that occupational therapists can best help children with handwriting difficulties by using a cognitive approach. This approach involves instructing children how to form letters correctly, encouraging self-evaluation, and providing opportunities to practice handwriting. However, the cognitive (thinking) skills required for children to write alphabet-letters accurately are not well understood. To investigate this, a study was conducted on 408 mainstream children in their first two years of formal schooling (Year 1 and Year 2). The study examined how accurately the children could write lowercase alphabet-letters from memory and which cognitive skills they used to do so. The cognitive skills investigated were related to attention, perception, recalling, planning, and performing. The assumption tested was that mistakes in correctly writing alphabet-letters could be attributed to difficulties in using these cognitive skills effectively. The study found that Year 1 and Year 2 children made errors in over half of the 26-lowercase alphabet-letters they wrote. The cognitive skills, which scored the lowest were children's ability to evaluate their writing, recall how and where to write letters, gather information from their vision, and think carefully to ensure accuracy while writing. This implied that these thinking skills had the most impact on the children's ability to write alphabet-letters correctly. More research is needed to confirm these findings and determine the reliability of the tool used in this study to measure the children's thinking skills.

Cultural semiotic resources in young children’s science drawings

This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.

Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates

The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.

High burden of wasting among children under-five with hydrocephalus receiving care at CURE children’s hospital in Uganda: a cross-sectional study

BackgroundHydrocephalus is one of the most common neurological disabilities presenting in children. Although there are limited studies on its association with wasting, neurological comorbidities such as dysphagia have been associated with an increased risk of wasting in children. In this study, we aimed to determine the prevalence and factors associated with wasting in children less than five years with hydrocephalus.MethodsWe conducted a cross-sectional study at various satellite clinics of CURE Children’s Hospital in Uganda between September and November 2021. Children with hydrocephalus were identified at the outpatient departments of the satellite clinics of the Cure Children’s Hospital and these include Mbale, Gulu, Lira, Jinja and Katalemwa. A structured questionnaire was used to collect information on several variables including (1) for the mother: socio-demographic characteristics, partner support, and wealth index (2) for the child: socio-demographic characteristics, clinical symptoms, feeding difficulties and neural comorbidity. Anthropometric measurements were also taken and these included the mid-upper arm circumference. Data were analysed using Stata version 14. We estimated adjusted odds ratios and their corresponding 95% confidence intervals while relying on multivariable logistic regression models.ResultsThe prevalence of wasting among children with hydrocephalus was 23.2% (n = 89/384) (95%CI: 19 − 27.7%). Their mean age was 19.5 months (SD 16.8). Most of the children were below 12 months (47.9%) and were male (57.5%). The factors associated with wasting among children with hydrocephalus included: having; difficulty in chewing and swallowing (AOR = 2.6, (95%CI:1.05–3.94), a poor appetite (AOR = 1.74, (95%CI: 1.31–2.32), difficulty in breathing (AOR = 1.9, (95%CI: 1.18–3.16), chocking on food (AOR = 1.42, (95%CI:1.1–1.9) and attending the Mbale satellite clinic (AOR = 2.1 (95% CI 1.19–3.7). Children under 5 years of age with hydrocephalus that were born to women whose highest level of education was 7 to 10 years of formal schooling (AOR = 0.32, 95%CI: (0.12–0.87) were less likely to be wasted.Conclusions and recommendationsThe prevalence of wasting among children with hydrocephalus was high. The factors associated with wasting were mainly feeding challenges. We recommend that children with hydrocephalus should be given greater attention regarding their nutrition especially those with various forms of feeding difficulties. The caregivers of children with hydrocephalus should receive counseling on nutrition and on the best modalities to rely on while feeding their children.

Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis

This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.

Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated

Children's classroom engagement during the first years of formal schooling is foundational to their academic success. Previous research has found that the quality of communication between parents and teachers as well as child and family characteristics are associated with children's engagement scores in the classroom. However, research remains limited, and most has been conducted among middle and high school students. Even less is known about the role of communication quality between parents and teachers on children's classroom engagement during preschool, when children are encountering the formal education system for the first time and the foundation for their school trajectories are being laid. This study explores the association between parent-teacher communication quality and child and family characteristics on the classroom engagement scores of 326 low-income, ethnoracially and linguistically diverse children attending Head Start, using a teacher and observer-rated measure of child engagement. Results showed that when teachers perceived having a high-quality communication with the child's parent, the child was rated to be more engaged in the classroom by both their teachers and independent observers. However, parent and child characteristics (i.e., parent race/ethnicity, children's English language skills, child gender, and child age) were only significantly associated with children's classroom engagement when rated by their teachers but not by independent observers. These findings suggest that building relationships with families early on might be a promising way that schools can support the wellbeing of minoritized children.

Childhood Bilinguals: Linguistic Snapshots of the First School Years in Real Time

ABSTRACT The current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral language production in Spanish and English using several language-eliciting tasks including vocabulary identification and picture storytelling. Results demonstrated improvement in English oral fluency, vocabulary, and grammatical complexity over the two-year period, as expected. Most of the children maintained roughly the same scores on Spanish vocabulary identification and oral fluency over the same timeframe. The study shows that retention of the first language (L1) is achievable even by children living in English-majority neighborhoods.

Development of Normative Data for the Mini Mental State Examination (MMSE) in the Elderly Population of Chile: A Multi-City Study

The Mini-Mental State Examination (MMSE) is one of the most widely used tests to assess the global cognitive deterioration of older adults. There are many versions of this Test in Spanish. A validation study was previously conducted in Chile, but to date, no standards computed from a large population sample are available. to develop normative scores according to age and educational level for older people living in Chile. Data were collected from a sample of 1199 subjects between 50 and 91 years of age from various research centers. We present the normative scores in percentiles calculated according to age (50-64, 65-74, 75-91 years of age) and educational level (1-12 years and more than 13 years of formal schooling). This article provides normative scores for the MMSE that should be useful in clinical practice as they may help better interpret the performances of Chilean older adults who seek consultation for cognitive impairment.

H - 64 When the Miranda Warning cannot be Understood: Implications of Utilizing an Unqualified Interpreter.

Crenshaw (1989) identifies intersectionality as the interface between a person's identities in relation to inequalities in social systems. She explicates how individuals receive distinct encounters with privilege and discrimination from society, depending on their unique amalgamation of personal, social, and political identities. An example of this is seen in a monolingual Spanish speaker of Mexican descent who underwent an independent neuropsychological evaluation to determine any cognitive impairment related to his legal charges. The defendant is a 39-year-old male with lifelong cognitive difficulties and one year of formal schooling. At the time of the arrest, he was interrogated with the assistance of an inexperienced, uncertified interpreter. Sight translation of the Miranda warning included 8 made-up words and multiple verb-tense errors, resulting in 15% + of the warning being nonsensical. The interview transcript indicated the defendant experienced frequent comprehension difficulties. The defendant is of extremely low intellectual abilities (FSIQ = 67, 1%ile). Cognitive deficits were observed across various domains including academic skills (reading, writing, math) and verbal comprehension. He is able to manage basic activities of daily living but needs assistance with more complex tasks (e.g., use of debit card, paying bills). The evaluation suggests the defendant likely did not understand the Miranda warning and was swayed to confess during the interrogation. To combat institutional bias, law enforcement should be educated on individuals with lower cognitive capacities and the importance of accurate Spanish translation. Ignoring intersectionality and institutional bias perpetuates inequities in culturally appropriate care but can also contribute to wrongful convictions.

Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills

The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children’s alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly representing the Latin alphabet-letters in written form. 408 typical children from the first two years of formal schooling were recruited from eight Western Australian schools and asked to write the twenty-six-lowercase alphabet-letters under three different writing conditions: from memory; the initial sounds of words; and copying. Performance was measured using the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage One). Analyses revealed the mean average number of the 26- lowercase alphabet-letters correctly written from memory was 8.17 (Year 1) and 12.76 (Year 2). Mean averages were similar across the three writing conditions. Comparative analysis showed children in Year 2 were significantly better than Year 1 children at recalling the alphabet-sequence, sound-letter-translation, and retrieving the letter-shape, letter-case, and letter-orientation. No significant difference was found in name-to-letter translation, letter-formation, or letter-placement skills. The results highlighted that many typical Year 1 and 2 children have difficulty accurately generating all 26- lowercase alphabet-letters. The findings suggested that the way early writers learn to form and place an alphabet-letter, whether it is accurate or not, is how they continue to write the alphabet-letter through their early school journey. Considerations for evaluation and instruction of alphabet-letter-writing are discussed.

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of this article is to highlight empirical studies conducted across Europe that specifically focus on UDL in the formal school years. The study employed a systematic literature review, conducting an extensive search across three databases (Libsearch, Ebsco and Scopus). Empirical studies were selected based on predefined inclusion and exclusion criteria, and the results were analyzed using descriptive narrative synthesis. The results revealed that the included articles mainly explored students’ and/or teachers’ perceptions of various phenomena related to the learning process, predominantly employing a qualitative approach. The findings suggest a need for further research in this area, with a particular emphasis on explicit learning outcomes. Moreover, there appears to be a lack of research on UDL implementation in preschool and early years education.

An Analysis of the knowledge and attitudes toward African breadfruit among rural households in Osun State, Nigeria

The study assessed the knowledge and attitudes of rural dwellers regarding the importance of African breadfruit in Osun State, Nigeria. It describes the respondents' socioeconomic characteristics, their knowledge of the importance of African breadfruit, and attitudes toward the production and consumption of African breadfruit in the study area. A multi-stage sampling procedure was used to select 288 respondents. Data were elicited through a structured questionnaire. Data collected were described with frequency, percentages and mean. They were also analysed using Pearson’s Product Moment Correlation (PPMC). Findings revealed that the mean age of the respondents was 47.8 ± 1.32 years and the majority were male (62.2%) with a mean years of formal schooling as 9.7 ± 4.67. Respondents had moderate knowledge (64%) of the importance of African breadfruit, with an indifferent attitude towards its production and consumption. There was a significant association between religion (χ2= 21.966; P=0.000), level of education (χ2= 46.136; P=0.000), cosmopoliteness (χ2= 16.877; P=0.000) and knowledge of the importance of African breadfruit at p ≤0.01. There was a significant relationship between the level of education (r = 0.202), years of formal schooling (r = -0.165), cosmopoliteness (r = 0.172), and knowledge of the importance of African breadfruit at p ≤ 0.01. Additionally, there exists a significant relationship between rural households’ attitudes toward the production and consumption of African breadfruit and the knowledge of its importance (r = 0.219, p ≤0.01). It was therefore established from the findings of this study that respondents had moderate knowledge of African breadfruit with an indifferent attitude towards its production and consumption.

Treating sleep problems in young children: A randomised controlled trial of a group-based, parent-focused behavioural sleep intervention

This study tested the efficacy of a 5 × 1.5 h/session, group-based, parent-focused, behavioural intervention (BI) targeting sleep problems in preschool children. Parents were randomised to either the BI (N = 62) or care as usual (CAU; N = 66) conditions. Outcomes included sleep, anxiety, behavioural problems, internalising and externalising symptoms, transition to school and academic achievement. Assessments were conducted at pre- and post-BI intervention (in the year prior to formal schooling), and then at follow-ups 1 and 2 in the first year of formal schooling. Relative to the CAU, the BI condition demonstrated significantly greater improvements in sleep, anxiety, behaviour problems and internalising and externalising symptoms from pre-to post-intervention. Improvements in sleep, anxiety, and internalising symptoms were maintained, while behaviour and externalising symptoms were further improved upon at school follow-up 2. For the BI group, improvements in sleep at post-intervention were found to mediate improvements in anxiety, internalising, and externalising symptoms, but not behaviour problems, at school follow-ups 1 and 2. There were no significant effects of condition on school transition or academic outcome measures. The results suggest that the BI is effective for sleep, anxiety, behaviour, internalising and externalising symptoms, but not for school transition or academic outcomes. ANZCTR numberACTRN12618001161213.

Recognition, reaction, risk factors and adequate knowledge of stroke: A Brazilian populational survey

IntroductionGeneral population proper knowledge about stroke can improve stroke outcomes. We aimed to assess the awareness levels of laypeople regarding stroke recognition, reaction, risk factors, and adequate general knowledge (correct answers for those three questions) of stroke. MethodsCross-sectional survey-based study enrolling community population from 12 cities of Brazil's Northeast. The volunteers were verbally exposed to a typical case of stroke and then responded to an open-ended semi-structured questionnaire to evaluate their stroke knowledge. ResultsA total of 1475 subjects enrolled in this study (52.6% of women, mean±SD 36.2±15.3 years-old, 13.0±4.4 years of formal schooling). 1220/1475 (82.7%) recognized the situation as a stroke; 1148/1475 (77.8%) would react to it by taking the patient to the emergency department or calling for emergency medical assistance; 844/1475 (57.2%) knew at least one risk factor; and 190/1475 (12.9%) stated that symptoms could be reversed if the patient was treated “as soon as possible”. Adequate general knowledge was found in 622/1475 (42,2%) of participants. Notably, among those who recognized the stroke, 19.9% (243/1220) would not react appropriately to it. The multivariate analysis showed that factors independently related to stroke recognition were female sex, higher education levels, private health insurance and previous experience with a similar situation. Adequate general knowledge was associated with longer school years and health insurance. ConclusionsThe frequency of stroke recognition and appropriate reaction were acceptable, however the general knowledge, knowledge of risk factors and notion that stroke treatment is time-sensitive were insufficient. Addressing the recognition-reaction gap requires targeted campaigns focusing on stroke treatment awareness.

Examining links between affective empathy, cognitive empathy, and peer relationships at the transition to school

AbstractThe current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy‐eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of children's proclivity to engage in perspective taking when witnessing the distress of another. Children's theory of mind was also assessed given close links with cognitive empathy. Participants were 114 Australian children (Mage = 67 months, SD = 5 months) assessed across two sessions during their first year of formal schooling. Findings showed that features of children's affective and cognitive empathy were unrelated, but both showed independent associations with children's positive peer relationships (assessed via peer‐reported social preference and teacher‐rated peer social maturity). The current study provides support for the delineation between features of affective and cognitive empathy in early school‐age children, and the importance of understanding both affective and cognitive empathy for children's peer relationships at the transition to school. These findings have implications how we understand both the nature of empathy in childhood and the role it plays in supporting children's positive peer relationships.