Does Social Labelling Encourage Child Schooling and Discourage Child Labour in Nepal?

Science.gov (United States)

Chakrabarty, Sayan; Grote, Ulrike; Luchters, Guido

2011-01-01

This paper explores the determinants of child labour vis-a-vis child schooling. It further examines the influence of non-governmental organisations (NGOs) which are engaged in social labelling, on the incidence of child labour and schooling trade-off. The empirical results show that the probability of child schooling increases as well as child…

EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial.

Science.gov (United States)

Westrupp, Elizabeth M; Bennett, Clair; Cullinane, Meabh; Hackworth, Naomi J; Berthelsen, Donna; Reilly, Sheena; Mensah, Fiona K; Gold, Lisa; Bennetts, Shannon K; Levickis, Penny; Nicholson, Jan M

2018-05-02

Targeted interventions during early childhood can assist families in providing strong foundations that promote children's health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or 'EHLS', comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6-12 months) or toddlers (12-36 months). Results showed sustained improvements in parent-child interactions and the home environment at the 32 week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. 'EHLS at School' is a school-aged follow-up study of the toddler cluster randomized controlled trial (n = 1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5 years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10 years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent-child

School-Age NOTES, 2000-2001.

Science.gov (United States)

Scofield, Richard T., Ed.

2001-01-01

This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Re-Evaluating Praise" (September); (2) "Making the Season Brighter: Tips To Create More Inclusive Holiday Programs" (October);…

Parental Schooling and Child Development

DEFF Research Database (Denmark)

Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

. By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers’ schooling has a positive causal effect on child schooling but mothers’ does not. However, this is reversed for parents born after 1945, when mothers’ schooling has...

Child Maltreatment and the School Psychologist

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Viezel, Kathleen D.; Davis, Andrew S.

2015-01-01

Child maltreatment remains a relevant issue for school psychologists. This special issue was designed to provide school psychology practitioners, researchers, and other school personnel with current, empirically sound information about child maltreatment. This introduction provides context for the articles in this volume, including definitions of…

[Understanding a hospitalized, school-aged child's stress in the PICU: the application of picture books in nursing care].

Science.gov (United States)

Wang, Pei-Ju; Feng, Jui-Ying

2013-06-01

Hospitalization in the pediatric intensive care unit (PICU) can be a very stressful and sometimes traumatic experience for school-aged children due to illness, painful procedures, unfamiliar environment, and separation from family. We incorporated picture books into PICU nursing care to explore the stress response in a school-aged child with compartment syndrome who was hospitalized in the PICU. Observation, interview and communication with the patient were used to assess her psychological reactions and emotional and behavioral responses to stress related to hospitalization and medical treatment. Autonomy and control were provided and strengthened by giving the patient choices and purposive life plans. Picture books were used to establish rapport and help the patient express her feelings, needs, and desires for parental love and company. This case report highlights the importance of nurses' awareness of children's stresses and needs during hospitalization in the PICU as well as the value of picture books or other age-appropriate tools for this patient population.

Child Allergic Symptoms and Well-Being at School: Findings from ALSPAC, a UK Cohort Study.

Science.gov (United States)

Teyhan, Alison; Galobardes, Bruna; Henderson, John

2015-01-01

Eczema and asthma are common conditions in childhood that can influence children's mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years. Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child well-being in school were child-reported (n = 6626) and teacher reported (n = 4366): children reported on their enjoyment of school and relationships with peers via a self-complete questionnaire; teachers reported child mental well-being using the Strengths and Difficulties Questionnaire [binary outcomes were high 'internalizing' (anxious/depressive) and 'externalizing' (oppositional/hyperactive) problems (high was >90th percentile)]. Child rash and wheeze status were maternally reported and symptoms categorised as: 'none'; 'early onset transient' (infancy/preschool only); 'persistent' (infancy/preschool and at school age); and 'late onset' (school age only). Children with persistent (OR 1.29, 95% CI 1.02 to 1.63) and late onset (OR 1.48, 95% CI 1.02 to 2.14) rash were more likely to report being bullied, and children with persistent wheeze to feel left out (OR 1.42, 95% CI 1.10 to 1.84). Late onset rash was associated with high teacher-reported internalising behaviours (OR 1.61, 95% CI 1.02 to 2.54), and persistent rash with high externalising behaviours (OR 1.37, 95% CI 1.02 to 1.84). Child sleep and maternal mental health explained some of the associations with teacher-reported mental well-being. Symptoms of eczema or asthma can adversely affect a child's social and mental well-being at primary school. This suggests interventions, such as additional support or education of peers, should begin at early stages in schooling.

Assessing attachment in school-aged children: Do the School-Age Assessment of Attachment and Family Drawings work together as complementary tools?

Science.gov (United States)

Carr-Hopkins, Rebecca; De Burca, Calem; Aldridge, Felicity A

2017-07-01

Our goal was to identify an assessment package that could improve treatment planning for troubled children and their families. To assess the validity of our tools, we tested the relations among the School-Age Assessment of Attachment, the Family Drawing and children's risk status. We used the Dynamic-Maturational Model of Attachment and Adaptation to interpret the assessments in the hope of identifying a gradient of risk, and explore whether a new coding method improved the validity of Family Drawings and their utility as a tool to complement the School-Age Assessment of Attachment. The participants were 89 children, aged between 5 and 12 years; 32 children were involved with mental health services or child protection. Each child completed a School-Age Assessment of Attachment and a Family Drawing. Both assessments differentiated between clinical and normative referrals with moderate effect sizes when dichotomizing risk versus non-risk attachment. When the analysis incorporated a gradient of six attachment classifications, the effect sizes decreased, but specificity of risk increased. The School-Age Assessment of Attachment had greater validity for discriminating risk, and type of risk, than the Family Drawings. With a School-Age Assessment of Attachment and family history, the Family Drawing can provide information about distress that some children do not provide verbally. Integration of the two assessment tools alongside information about parental and family functioning appears to be the key to formulating children's problems.

The experiences of families living with the anticipatory loss of a school-age child with spinal muscular atrophy - the parents' perspectives.

Science.gov (United States)

Yang, Bao-Huan; Mu, Pei-Fan; Wang, Wen-Sheng

2016-09-01

To probe into parents' anticipatory loss of school-age children with Type I or II spinal muscular atrophy. Spinal muscular atrophy is a rare disorder that causes death. Children die early due to either gradual atrophy or an infection of the lungs. Therefore, family members experience anticipatory loss, which causes grief before the actual loss. Family members feel physically and mentally exhausted, which results in a family crisis. Therefore, it is important to explore their experiences related to anticipatory loss to assist with the adjustment of the families to their circumstances. This study applied a phenomenology method and purposive sampling. The 19 parents who participated in this study were referred to us by two medical centers in Taiwan. Their average age was 32-49 years. Using in-depth interviews, this study explored parents' anticipatory loss. The interviews were recorded and transcribed. Meanings were extracted using Giorgi analysis, and precision was assessed according to Guba and Lincoln, which was treated as the evaluation standard. Four themes were identified from the parents' interviews. The themes included enduring the helplessness and pressure of care, suffering due to the child's rare and unknown condition, loss of hope and a reinforcement of the parent-child attachment, and avoiding the pressure of death and enriching the child's life. The research findings help nurses identify anticipatory loss among parents of school-age children with type I or II spinal muscular atrophy. They enhance health professionals' understanding of the panic that occurs in the society surrounding the families, family members' dynamic relationships, and the families' demands for care. In an attempt to providing intersubjective empathy and support with family having a child with type I and II SMA, nurses may recognize relevant family reactions and enhancing their hope and parent-child attachment. Encourage family members and child go beyond the pressure of death and

The Effectiveness of Psycho-Educational School-Based Child Sexual Abuse Prevention Training Program on Turkish Elementary Students

Science.gov (United States)

Cecen-Erogul, Ayse Rezan; Kaf Hasirci, Ozlem

2013-01-01

In Turkey, there is neither systematic nor structured child sexual abuse prevention programs for school-aged children in school settings. The main purpose of this study was to investigate the effectiveness of a school-based child sexual abuse prevention program on elementary school (4th grade) students. Quasi-experimental design with pretest,…

IDENTITY FORMATION AMONG PRIMARY SCHOOL-AGED CHILDREN IN DYSFUNCTIONAL FAMILIES

Directory of Open Access Journals (Sweden)

V. G. Bulygina

2015-01-01

Full Text Available Primary school age is a stage of significant personal changes of a child, including the identity formation as a result of a major restructuring of the system of relations of the child within the family. Background: The aim is to study the influence of a dysfunctional family system on the identity formation of primary school-aged children. Methods: There were examined seven-year-old children, secondary school pupils from families with signs of dysfunctionality (n =42. To assess interfamilial relations there were used proprietary methodologies and standardized tests diagnosing a role structure of the family, emotional sphere of children, peculiarities of the child identification with family members, signs of the family dysfunctionality. Results: It is revealed that the process of identity formation in primary school-aged children in dysfunctional families is characterized by expressed difficulties in identifying himself with family members. In 33% of cases the low hierarchical position and the typical female role characteristics are ascribed to father. To the contrary, the male social role position in 47% of cases is attributed to mother. The ambivalence of the child’s self-relation and his relation to family members is revealed. Therewith, 38% of girls’ profiles coincide either with the set of characteristics of fathers, or equally with sets of characteristics of both parents. The negative emotional state is diagnosed in 62% of children. Conclusion: It is established that in dysfunctional families the interfamilial relations and role structure have specific features, negatively influencing on the child development and the formation of his personality.Key words: children, primary school age, dysfunctional family, identity formation.

Parent-Child Interaction Therapy (PCIT) in school-aged children with specific language impairment.

Science.gov (United States)

Allen, Jessica; Marshall, Chloë R

2011-01-01

for non-verbal responses. Despite the small group sizes, this study provides preliminary evidence that PCIT can achieve its treatment goals with 8-10-year-olds who have expressive language impairments. This has potentially important implications for how mainstream speech and language services provide intervention to school-aged children. In contrast to direct one-to-one therapy, PCIT offers a single block of therapy where the parents' communication and interaction skills are developed to provide the child with an appropriate language-rich environment, which in turn could be more cost-effective for the service provider. © 2010 Royal College of Speech & Language Therapists.

Child Care Funding Sources for California School Districts. CRB 08-014

Science.gov (United States)

Foster, Lisa K.

2008-01-01

School districts are central players in the child care delivery system: they operate a mix of child care centers and programs, serve a range of children of different ages, and fund their programs from a variety of federal, state, and local sources. This report provides a range of programmatic and fiscal information about the federal and state…

New Policies Allow High School Child Development Programs to Provide CDA Licensure

Science.gov (United States)

Langlais, Amanda G.

2012-01-01

Recent changes made by the Council for Professional Recognition to the Child Development Associate (CDA) credentialing program create an opportunity to redesign high school child development programs. On April 1, 2011, the Council for Professional Recognition lifted the age restriction in the CDA credentialing requirements, now allowing students…

School-Aged Victims of Sexual Abuse: Implications for Educators.

Science.gov (United States)

Wishon, Phillip M.

Each year in the United States, thousands of school-aged children become involved in sexual activities arranged by adults for purposes of pleasure and profit. Nationwide, annual profits from the child pornography industry and from female and male child prostitution are in the tens of millions of dollars. Heretofore, the majority of…

evaluation of nutritional status among school-aged children in rural

African Journals Online (AJOL)

Administrator

This study examines anthropometric indices of school-age children in five .... was measured to the nearest 0.1 cm using standard medical techniques with a tape ..... Bundy DA, Drake LJ and C Burbano School food, politics and child health.

Child participation in school governance: The case of prefects at a ...

African Journals Online (AJOL)

This paper draws on literature that has theorised child participation within the sociology of childhood framework to examine how children participate in governance within school spaces. Four children aged between 13 and 17 (in grades six and seven) who serve as prefects at a primary school in Lesotho were participants in ...

Child Allergic Symptoms and Well-Being at School: Findings from ALSPAC, a UK Cohort Study.

Directory of Open Access Journals (Sweden)

Alison Teyhan

Full Text Available Eczema and asthma are common conditions in childhood that can influence children's mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years.Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child well-being in school were child-reported (n = 6626 and teacher reported (n = 4366: children reported on their enjoyment of school and relationships with peers via a self-complete questionnaire; teachers reported child mental well-being using the Strengths and Difficulties Questionnaire [binary outcomes were high 'internalizing' (anxious/depressive and 'externalizing' (oppositional/hyperactive problems (high was >90th percentile]. Child rash and wheeze status were maternally reported and symptoms categorised as: 'none'; 'early onset transient' (infancy/preschool only; 'persistent' (infancy/preschool and at school age; and 'late onset' (school age only.Children with persistent (OR 1.29, 95% CI 1.02 to 1.63 and late onset (OR 1.48, 95% CI 1.02 to 2.14 rash were more likely to report being bullied, and children with persistent wheeze to feel left out (OR 1.42, 95% CI 1.10 to 1.84. Late onset rash was associated with high teacher-reported internalising behaviours (OR 1.61, 95% CI 1.02 to 2.54, and persistent rash with high externalising behaviours (OR 1.37, 95% CI 1.02 to 1.84. Child sleep and maternal mental health explained some of the associations with teacher-reported mental well-being.Symptoms of eczema or asthma can adversely affect a child's social and mental well-being at primary school. This suggests interventions, such as additional support or education of peers, should begin at early stages in schooling.

Increase in best practice child car restraint use for children aged 2-5 years in low socioeconomic areas after introduction of mandatory child restraint laws.

Science.gov (United States)

Brown, Julie; Keay, Lisa; Hunter, Kate; Bilston, Lynne E; Simpson, Judy M; Ivers, Rebecca

2013-06-01

To examine changes in child car restraint practices in low socioeconomic areas following the introduction of mandatory child car restraint legislation in New South Wales (NSW), Australia. Data from two cross-sectional studies of child car restraint use at pre-schools, early childhood centres and primary schools before and after the introduction of legislating mandatory age-appropriate car restraint use for children up to the age of seven years was used in this analysis. All included observations were from local government areas with socioeconomic status in the lowest 30% of urban Sydney. Children aged 2-5 years were observed in their vehicles as they arrived at observation sites (107 pre-legislation, 360 post-legislation). Multilevel logistic regression was used to examine changes in observed age-appropriate and correct use of car restraints. Age-appropriate car restraint use was higher post-legislation than pre-legislation. After controlling for child's age, parental income, language spoken at home and adjusting for clustering, the odds of children being appropriately restrained post-legislation were 2.3 times higher than in the pre-legislation sample, and the odds of them being correctly restrained were 1.6 times greater. Results indicate an improvement in car restraint practices among children aged 2-5 in low socioeconomic areas after introduction of child restraint laws. Implications : Despite improvements observed with enhanced legislation, further efforts are required to increase optimal child car restraint use. © 2013 The Authors. ANZJPH © 2013 Public Health Association of Australia.

What do parents need to enhance participation of their school-aged child with a physical disability? : A cross-sectional study in the Netherlands

NARCIS (Netherlands)

Piškur, B; Beurskens, A J H M; Jongmans, M J; Ketelaar, M; Smeets, R J E M

BACKGROUND: The aim was to provide an overview of the number, domains and priority of needs as expressed by parents in supporting participation of their school-aged child with a physical disability. Additionally, this study investigated whether the number of needs within each domain is related to

Social media child in the age of endemic sexuality: a study of ...

African Journals Online (AJOL)

This paper entitled “Social Media Child in the Age of Endemic Sexuality: A Study of Secondary School Students in Kogi State” sought to ascertain the social media usage pattern of secondary school students in Kogi state; the influence of social media on their sexual attitude; and how the social media influence their sexual ...

Knowledge for unintentional injury and risky behavior among the school-age children in Changsha city of China.

Science.gov (United States)

Tian, Lingyun; Liu, Minhui; Li, Li; Fang, Zhengqing; Xiao, Hongling; Wu, Ying; Xia, Yanping

2016-07-01

To investigate the current status on knowledge for unintentional injury and risky behavior among school-age children in Changsha, China, and to provide scientific evidence for the preventive strategies.
 A cross-sectional study was conducted on 866 students who were between 6 and 12 years old in Changsha. Two primary schools were selected by stratified cluster random sampling from all primary schools of Changsha city to collect the information regarding knowledge for unintentional injury and risky behavior occurring in the 6-month period before the survey.
 The mean score for knowledge of unintentional injury was 11.83±2.38. The levels of knowledge for unintentional injury differed significantly in child's age, parents' education background and child's injury history (Pchild's knowledge level was correlated with child's age, mother's education, child's injury history. The mean score for risky behavior was 17.61±10.35. The levels of risky behavior differed significantly in child's gender, father's age to have the child, parents' marriage status, whom does/do child live with, child's injury history and medical history since the birthday (Pchild's injury history, parents' marriage status, child's gender. There was no significant correlation between knowledge and risky behavior (P>0.05).
 It is a common phenomenon in school-age children who are lack of the knowledge for unintentional injury and risky behavior. This study provides useful information on the risk factors for unintentional injury and risky behavior, which would be significant for prevention program.

Child personality measures as contemporaneous and longitudinal predictors of social behaviour in pre-school

Directory of Open Access Journals (Sweden)

Maja Zupančič

2005-04-01

Full Text Available Predictive relations from personality measures to children's social behaviour in pre-school were examined for 3 year old children (at Time 1; T1 who were reassessed one year later (at Time 2; T2. At both times, mothers and fathers separately rated children's personality characteristics using the Inventory of Child Individual Differences (Halverson et al., 2003, while the pre-school teachers assessed the same children on the Social Competence and Behavior Evaluation Scale (LaFreniere et al., 2001. Three general predictive models were examined, contemporaneous (at T1 and T2, longitudinal, and cumulative. Mother- and father-rated child personality was contemporaneously predictive of children's social behaviour as assessed by their pre-school teachers. The most consistent predictions across the spouses and at both times of measurement were obtained for child externalizing behaviour. More disagreeable and emotionally stable children, as opposed to their less disagreeable and more in stable counterparts, were concurrently observed to exhibit more externalizing tendencies during the time spent in pre-school. Maternal reports were longitudinally predictive of children's social competence and internalizing behaviour and the father reports predicted internalizing and externalizing behaviour one year later. Neuroticism at age 3 was consistently linked to internalizing tendencies at age 4 across parents both longitudinally and cumulatively. Father-rated Disagreeableness at age 3 was predictive of externalizing behaviour one year later in both longitudinal and cumulative models, while the contemporaneous information on child Disagreeableness and Neuroticism (reversed at T2, independent of the respective child traits at T1, significantly improved the cumulative predictions of externalizing behaviour from maternal reports. In general, child personality scores derived from maternal data sets were more powerful predictors of children's social behaviour across

Nurse-Led School-Based Child Obesity Prevention

Science.gov (United States)

Tucker, Sharon; Lanningham-Foster, Lorraine M.

2015-01-01

School-based childhood obesity prevention programs have grown in response to reductions in child physical activity (PA), increased sedentariness, poor diet, and soaring child obesity rates. Multiple systematic reviews indicate school-based obesity prevention/treatment interventions are effective, yet few studies have examined the school nurse role…

What do parents need to enhance participation of their school-aged child with a physical disability? A cross-sectional study in the Netherlands

NARCIS (Netherlands)

Piskur, B; Beurskens, AJHM; Jongmans, MJ; Ketelaar, M; Smeets, RJEM

2015-01-01

Background The aim was to provide an overview of the number, domains and priority of needs as expressed by parents in supporting participation of their school-aged child with a physical disability. Additionally, this study investigated whether the number of needs within each domain is related to the

child maltreatment among elementary school children in jimma town

African Journals Online (AJOL)

Tekeste

Child Maltreatment Among Elementary School Children. Indryas L. 1. ORIGINAL ... of child maltreatment. KEY WORDS: School children, child maltreatment, child abuse. ..... and teachers in teaching, counseling and prevention of sexual ...

Rational-Emotive Assessment of School-Aged Children.

Science.gov (United States)

DiGiuseppe, Raymond

1990-01-01

Focuses on assessment of emotions and irrational beliefs in Rational-Emotive Therapy with school-aged children. Argues that, for children to understand and agree to process of disputing irrational beliefs, practitioner first assesses individual child's emotional vocabulary, his/her understanding of relationship between disturbed emotion and…

Child Participation in Family-School Cooperation

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Maleš, Dubravka; Kuševic, Barbara; Širanovic, Ana

2014-01-01

This paper discusses the cooperation between families and schools from the perspective of the UN Convention on the Rights of the Child (1989). Given that the principal purpose of the cooperation between families and schools is children's well-being, it is reasonable to expect the child's participation in situations of direct parent-teacher…

Children aged 4-8 years treated with parent training and child therapy because of conduct problems: generalisation effects to day-care and school settings.

Science.gov (United States)

Drugli, May Britt; Larsson, Bo

2006-10-01

In this study, generalisation effects to day-care/school settings were examined in an outpatient clinic sample of 127 children aged 4-8 years treated because of oppositional conduct problems in the home with parent training (PT) and parent training combined with child therapy (CT) ("Incredible Years"). Before treatment all children scored above the 90th percentile on the Eyberg Child Behavior Inventory (ECBI) for home problems, and met criteria for a possible or a confirmed diagnosis of either an oppositional defiant (ODD) or a conduct (CD) disorder. Further, 83% of the children showed clinical levels of conduct problems both at home and in day-care/school before treatment. Although most children improved at home, the majority still showed clinical levels of conduct problems in day-care/school settings after treatment and 1-year later. Combined PT and CT produced the most powerful and significant generalisation effects across the treatment period, however these improvements were not maintained 1-year later for most areas. The results of the present study, therefore, underline the need to target conduct problems not only exhibited at home but also in day-care/school settings, and to develop strategies to maintain positive generalisation effects after treatment for this age and problem-group.

School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care

Directory of Open Access Journals (Sweden)

Carla González-García

2017-07-01

Full Text Available A large proportion of the children and young people in residential child care in Spain are there as a consequence of abuse and neglect in their birth families. Research has shown that these types of adverse circumstances in childhood are risk factors for emotional and behavioral problems, as well as difficulties in adapting to different contexts. School achievement is related to this and represents one of the most affected areas. Children in residential child care exhibit extremely poor performance and difficulties in school functioning which affects their transition to adulthood and into the labor market. The main aim of this study is to describe the school functioning of a sample of 1,216 children aged between 8 and 18 living in residential child care in Spain. The specific needs of children with intellectual disability and unaccompanied migrant children were also analyzed. Relationships with other variables such as gender, age, mental health needs, and other risk factors were also explored. In order to analyze school functioning in this vulnerable group, the sample was divided into different groups depending on school level and educational needs. In the vast majority of cases, children were in primary or compulsory secondary education (up to age 16, this group included a significant proportion of cases in special education centers. The rest of the sample were in vocational training or post-compulsory secondary school. Results have important implications for the design of socio-educative intervention strategies in both education and child care systems in order to promote better school achievement and better educational qualifications in this vulnerable group.

Becoming a school child

DEFF Research Database (Denmark)

Winther-Lindqvist, Ditte Alexandra

for institutional transitions and exemplified with cases from an empirical material. The general tendency in the Danish - and international context - to regard the school transition as a problem for the child and the practice following from this, i.e. minimizing differences between day care and primary school...

Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement.

Science.gov (United States)

Threlfall, Jennifer M; Auslander, Wendy; Gerke, Donald; McGinnis, Hollee; Myers Tlapek, Sarah

2017-01-01

This study investigated the association between mental health problems and academic and behavioral school functioning for adolescent girls in the child welfare system and determined whether school engagement and future orientation meditated the relationship. Participants were 231 girls aged between 12 and 19 who had been involved with the child welfare system. Results indicated that 39% of girls reported depressive symptoms in the clinical range and 54% reported posttraumatic symptoms in the clinical range. The most common school functioning problems reported were failing a class (41%) and physical fights with other students (35%). Participants reported a mean number of 1.7 school functioning problems. Higher levels of depression and PTSD were significantly associated with more school functioning problems. School engagement fully mediated the relationship between depression and school functioning and between PTSD and school functioning, both models controlling for age, race, and placement stability. Future orientation was not significantly associated with school functioning problems at the bivariate level. Findings suggest that school engagement is a potentially modifiable target for interventions aiming to ameliorate the negative influence of mental health problems on school functioning for adolescent girls with histories of abuse or neglect.

Exploring the construct of school readiness based on child development for kindergarten children

Directory of Open Access Journals (Sweden)

Farida Agus Setiawati

2017-08-01

Full Text Available Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness.

Household Schooling and Child Labor Decisions in Rural Bangladesh

Science.gov (United States)

Shafiq, M. Najeeb

2007-01-01

Using empirical methods, this paper examines household schooling and child labor decisions in rural Bangladesh. The results suggest the following: poverty and low parental education are associated with lower schooling and greater child labor; asset-owning households are more likely to have children combine child labor with schooling; households…

Predicting ADHD in school age when using the Strengths and Difficulties Questionnaire in preschool age

DEFF Research Database (Denmark)

Rimvall, Martin K; Elberling, Hanne; Rask, Charlotte Ulrikka

2014-01-01

Indicated prevention of ADHD may reduce impairment and need of treatment in youth. The Strengths and Difficulties Questionnaire (SDQ) is a brief questionnaire assessing child mental health, reported to be a valid screening instrument for concurrent ADHD. This study aimed to examine the validity o...... can identify a group of children with highly increased risk of later being diagnosed and/or treated for ADHD in school age....... of using the SDQ in preschool age to predict ADHD in school age in a longitudinal design. The study population included 2,315 children from the Copenhagen child cohort 2000 with no prior history of clinically diagnosed ADHD, who were assessed at age 5-7 years by the SDQ completed by parents and preschool...... regression analyses estimated the risk of later ADHD diagnosis for screen-positive children. A total of 2.94% of the study population were clinically diagnosed and/or were treated with central stimulants for ADHD before age 11-12. Children with possible/probable disorder according to the SDQ hyperactivity...

Sources of Knowledge of Departmental Policy on Child Sexual Abuse and Mandatory Reporting Identified by Primary School Student-Teachers

Science.gov (United States)

Goldman, Juliette D. G.; Grimbeek, Peter

2011-01-01

The introduction of a Department of Education policy on child sexual abuse and mandatory reporting is significant for school teachers. The mandatory reporting of child sexual abuse by school teachers carries wide-ranging and significant implications for the lives of school-aged children, and for the teachers who must implement the policy's…

Economic shocks and child welfare: the effect of past economic shocks on child nutritional achievements, schooling and work in rural and urban Ethiopia

NARCIS (Netherlands)

Woldehanna, T.

2009-01-01

Using data from the Young Lives younger cohort, we examine the effect of economic shocks on nutritional achievement, schooling and child work of index children (at age 5), controlling for various individual and household characteristics. Shocks that occurred both before and after the child was born

Prenatal exposure to outdoor air pollution and child behavioral problems at school age in Japan.

Science.gov (United States)

Yorifuji, Takashi; Kashima, Saori; Diez, Midory Higa; Kado, Yoko; Sanada, Satoshi; Doi, Hiroyuki

2017-02-01

Recent studies suggest positive associations between prenatal exposure to ambient air pollution and neurodevelopment of children, but evidence on the adverse effects of exposure to air pollution on child neurobehavioral development remains limited. We thus examined associations between prenatal exposure to outdoor air pollution and child behavioral problems at school age, using data from a nationwide population-based longitudinal survey in Japan, where participants were recruited in 2001 and are continuously followed. Suspended particulate matter (SPM), nitrogen dioxide, and sulfur dioxide concentrations during the 9months before birth were obtained at municipality level and assigned to those participants born in the corresponding municipality. We analyzed data from singleton births with linked pollution data available (e.g., n=33,911 for SPM). We used responses to survey questions about behavioral problems at age 8years. We conducted multilevel logistic regression analysis, adjusting for individual and municipality-level variables. Air pollution exposure during gestation was positively associated with risk for behavioral problems related to attention and delinquent or aggressive behavior. In the fully adjusted models, odds ratios following a one-interquartile-range increase in SPM were 1.06 (95% confidence interval: 1.01, 1.11) for interrupting others, 1.09 (1.03, 1.15) for failure to pay attention when crossing a street, 1.06 (1.01, 1.11) for lying, and 1.07 (1.02, 1.13) for causing public disturbance. Prenatal exposure to outdoor air pollution was associated with behavioral problems related to attention and delinquent or aggressive behavior at age 8years in a nationally representative sample in Japan. Copyright © 2016 Elsevier Ltd. All rights reserved.

Leaving school without qualifications and mental health problems to age 30.

Science.gov (United States)

Fergusson, David M; McLeod, Geraldine F H; Horwood, L John

2015-03-01

To examine the associations between leaving school without qualifications and subsequent mental health to age 30, using data gathered over the course of a 30-year longitudinal study. Data were gathered over the course of a 30-year study (Christchurch Health and Development Study) of a birth cohort of 1265 children, born in Christchurch in 1977. This cohort has been studied on 22 occasions from birth to age 30. As part of this study, information was gathered on: (a) school leaving qualifications, (b) mental health problems from 18 to 30; and (c) prospectively assessed childhood and adolescent factors including: child and family background; family violence and child abuse; and adolescent mental health problems. Leaving school without qualifications was associated with increased risks of subsequent: major depression (OR = 1.37 at 95 % CI 1.05-1.78, p = 0.019); anxiety disorder (OR = 1.99 at 95 % CI 1.55-2.57, p mental health problems) reduced these associations substantially and to the point of statistical non-significance. The findings of this study suggest that there was no direct causal association between leaving school without qualifications and subsequent mental health problems. Associations were explained by the linkages between leaving school without qualifications and: child and family social background; and mental health around the point of school leaving.

Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools.

Science.gov (United States)

Justice, Laura M; Jiang, Hui; Logan, Jessica A; Schmitt, Mary Beth

2017-06-10

This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled "Speech-Therapy Experiences in the Public Schools." Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

Story interpretation and its influence to child in early school

OpenAIRE

Kitanova, Irena

2015-01-01

One of the most beautiful reading-pice for education with ethical and esthetical value for the children in the early child education at the family and in the kindergarten is the story. The story has big importance for education process in early childhood and for the school period of child development. As a meter of fact on that age with specifically language and statement the story offers possibility to see the beauty of art expression, to wake up the esthetical sense and with that procedure ...

School Counselors and Child Abuse Reporting: A National Survey

Science.gov (United States)

Bryant, Jill K.

2009-01-01

A study was done to investigate school counselors' child abuse reporting behaviors and perceptions regarding the child abuse reporting process. Participants were randomly selected from the American School Counselor Association membership database with 193 school counselors returning questionnaires. Overall, school counselors indicated that they…

The child with arthritis in the school setting.

Science.gov (United States)

Spencer, C H; Zanga, J; Passo, M; Walker, D

1986-10-01

The school experience is a crucial one for the child with arthritis. In school, these children face obstacles common to all chronically ill children and certain problems unique to a child with arthritis. The school environment for these children has changed drastically in the last two decades with the new civil rights legislation on the state and federal levels. Today there is a better chance of a child with arthritis having a relatively problem-free school experience than ever before. The pediatrician can be a source of information, advice, support, and help with any school problems that the child and parent cannot solve. Most minor problems, such as medication at school, physical education problems, an extra set of books, and extra time between classes, may be solved by an informal telephone call or a letter. More severe problems, such as prolonged and frequent absences, multiple modifications of the school environment, and contesting of school placement, may require the use of more formal channels, including the IEP process and parent advocacy groups. When chronic problems exist in the school system, the pediatrician may choose to work for needed changes that improve the school situation of these and other chronically ill children. The pediatrician also may serve as a valued adviser and educator to the school system in the difficult task of educating these special children.

ТHE INFLUENCE OF PARENTS ON PREPARING A CHILD FOR SCHOOL

Directory of Open Access Journals (Sweden)

Sonja Veličković

2014-12-01

Full Text Available : Starting school is an important developmental step / task not only for the child but also for their parents and family in which to grow up. The accomplishment of this task expands the boundaries of family / parent and the child's functioning in social, emotional and  cognitive sense. The aim of this paper is to highlight the need to educate the parents of the child going to school, which would contribute to parents with awareness and sensitivity to the nature of long-term process of entering the child's entry into school, to a child's socialization process related to school and proceeded in a favorable direction. The author emphasizes the importance of having a separate program prepares parents for the child starting school, as part of the annual program of preschools / schools that educators / teachers should realize and thus improve their educational work with one hand, while on the other hand its value will be reported in a balanced relation between child-school-family, but also to avert the potential emotional difficulties, or, the child's dysfunctional behavior. Participation of professional services and school teachers / teachers in the implementation of such programs can enhance compliance of educational values that are placed in front of the child in the family and in the school environment.

Impact of chronic illness timing and persistence at school entry on child and parent outcomes: Australian longitudinal study.

Science.gov (United States)

Quach, Jon; Barnett, Tony

2015-01-01

To understand the prevalence and timing of child chronic illness at school entry; associations with child learning, behavior and health-related quality of life and parent mental health at ages 6 to 7, 8 to 9, and 10 to 11 years; and cumulative health care costs. Data were drawn from the first 4 waves of the Longitudinal Study of Australian Children. Children were aged 4 to 5 years at wave 1, with data collection every 2 years. Parent-reported timing of child chronic illness at school entry was categorized into 4 chronic illness groups based on changes between waves 1 and 2: none, resolving, incident and persistent. Child outcomes included: parent-reported quality of life, parent- and teacher-reported behavior, teacher-reported child learning, teacher-reported child-teacher relationship, directly assessed nonverbal and verbal cognition and parent self-reported mental health. Linear regression, adjusted for gender and socioeconomic position, was used to quantify longitudinal associations between chronic illness timing at school entry with outcomes at age 6 to 7 years, 8 to 9 years and 10 to 11 years. Of the 4983 children enrolled in the study, chronic illness data was available for 4464 children (89.6%) at both waves 1 and 2. From wave 1, 6.1% had a condition that persisted until wave 2, while 14.1% had a condition that resolved. Furthermore, 4.7% had a newly emerging condition at wave 2. Compared with the no chronic illness group, children with persistent or emerging chronic illness during school entry had the poorest outcomes (except father's mental health) at all time points, while children with resolving conditions had smaller differences. Child chronic illness at school entry is associated with poorer longitudinal child and maternal outcomes. Therefore, future research should aim to determine the risk and protective factors that contribute to the poorer child and parent outcomes experienced in this growing population. Copyright © 2015 Academic Pediatric

Maternal age and child morbidity

DEFF Research Database (Denmark)

Hviid, Malene Meisner; Skovlund, Charlotte Wessel; Mørch, Lina Steinrud

2017-01-01

the association between maternal age and overall child morbidity according to main diagnosis groups. MATERIAL AND METHODS: We conducted a national cohort study including 352 027 live firstborn singleton children. The children were born between Jan 1994 and Dec 2009 and followed to Dec 2012. Children were divided...... into groups according to maternal age: 15-24, 25-29, 30-34, and 35+ years. Poisson regression analyses calculated adjusted incidence rate ratios (IRR) of child morbidities according to main diagnoses groups A-Q of the International Classification of Disease 10 with adjustment for year of birth, body mass...... index, smoking, and mother's level of education. RESULTS: Average follow-up time was 11 years. Compared to children born to women 25-29 years, firstborn children to mothers aged 35+ had higher child morbidity in 8 of 19 main diagnosis groups and firstborn children to mothers 15-24 years had higher child...

Early Child Care and Adolescent Functioning at the End of High School: Results from the NICHD Study of Early Child Care and Youth Development

Science.gov (United States)

Vandell, Deborah Lowe; Burchinal, Margaret; Pierce, Kim M.

2016-01-01

Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More…

[A study of the process by which a school-age child adapted to body image changes following open-heart surgery].

Science.gov (United States)

Lin, Heng-Ching; Tsai, Jia-Ling

2006-10-01

This case report attempts to explore the adaptive process of body image changes in school-age children suffering from congenital ventricular septal defect (VSD) following open-heart surgery. After establishing trust relationship, we applied atraumatic care, projective communication techniques, interviews, behavioral observation, storytelling and play in our interaction with that child. We found the child experienced "body image disturbance" after open-heart surgery and underwent a four stage adaptive process as follows: (1) Impact (questioning, perception of punishment for wrongdoing, loss, anger); (2) Retreat (denial, anxiety, withdrawal, escaping social contact, inferiority); (3) Acknowledgment (cognitive change, active participation, future-oriented concerns); and (4) Reconstruction (positive self-image, reconstructing body image). Nursing intervention provided the case with more opportunities for sensory feedback and positive reinforcement and also assisted the patient to adopt a positive view of the situation and then to reconstruct and realize the meaning of such surgery. We reinforced the social supporting system to promote self-confidence, self-esteem, and self-value. The child finally accepted the wounds resulting from the operation as a symbol of "bravery"; a breakthrough likely to help in the child's re-entrance to school and normalization of life. Study findings both enhanced pediatric nurse understanding of the adaptive process involved in body image change and provided knowledge essential to designing flexible-option nursing interventions tailored to meet the demands of different adaptation stages. Obviously, such a caring model designed to meet the differing needs of different body image changes has the potential to benefit of body image integration greatly and can provide the pediatric nursing framework in the future.

FINAL REMINDER EXTENSION/SUPPRESSION OF ALLOWANCE FOR A DEPENDENT CHILD AGED 18 AND ABOVE

CERN Document Server

Human Resources Division

2001-01-01

Members of the personnel with dependent children aged 18 or above (or reaching 18 during the 2001/2002 school year) who have not yet provided a SCHOOL CERTIFICATE must do so as soon as possible. If we have not received this certificate by December 11, 2001 at the latest, the child allowance will be withdrawn retroactively as from September 1, 2001.

FINAL REMINDER EXTENSION/SUPPRESSION OF ALLOWANCE FOR A DEPENDENT CHILD AGED 18 AND ABOVE

CERN Multimedia

Social and Statutory Conditions; Tel. 72862-74474

2000-01-01

Members of the personnel with dependent children aged 18 or above (or reaching 18 during the 2000/2001 school year) who have not yet provided a SCHOOL CERTIFICATE must do so as soon as possible. If we have not received this certificate by November 28, 2000 at the latest, the child allowance will be withdrawn retroactively as from September 1,2000.

Parents' perception about their preterm child's social interaction reaching school age

NARCIS (Netherlands)

Laansma, Frederike; Smidt, Eva; Crajé, Céline; Luinge, Margreet

2017-01-01

A key element in social development is interaction with others. Preterm infants have an increased risk for problems in this aspect. We aimed to gain insight into parents’ perception about their preterm child’s social interaction upon reaching school age. Twelve caregivers of preterm infants aged

School Nurses Avoid Addressing Child Sexual Abuse

Science.gov (United States)

Engh Kraft, Lisbet; Rahm, GullBritt; Eriksson, Ulla-Britt

2017-01-01

Child sexual abuse (CSA) is a global public health problem with major consequences for the individual child and society. An earlier Swedish study showed that the school nurses did not initially talk about nor mention CSA as one form of child abuse. For the child to receive adequate support, the disclosure is a precondition and is dependent on an…

Comparison of caries and oral hygiene status of child laborers and school children: A cross-sectional study

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Chanchal Gangwar

2015-01-01

Full Text Available Background: Child labor is recognized as a global health problem and child laborers are exposed to unique living, working conditions and face such events in life, which are not usually faced by other children. Research on its health impact and oral health impact has been very limited and inconsistent. Aim: The aim was to assess and compare dental caries and oral hygiene status of child laborers and school children of Bareilly city. Materials and Methods: A total of 400 child laborers by snowball sampling technique and 400 school children by random sampling technique were included in the study. A specially designed pretested proforma was used to collect data related to the sociodemographic profile, adverse habits and frequency of dental visits. Decayed, missing, and filled teeth index (DMFT and oral hygiene index-simplified (OHI-S were used. Results: The mean age of child laborers and school children was 13.07 ± 1.3 and 13.03 ± 1.5. The majority of child laborers (82.8% had no mouth rinsing habit. Tobacco-related habits were found among 37.8% of child laborers. Most of the child laborers (91% never visited dentists. The mean DMFT was 3.8 ± 1.7 and 2.9 ± 1.6 for child laborers and school children, respectively, (P < 0.05. The mean OHI-S score was 2.3 ± 0.70 and 2.1 ± 0.9 in child laborers and school children, respectively, (P < 0.05. Conclusion: The study demonstrated that the child laborers have poorer oral health status with respect to dental caries and oral hygiene compared to school children.

Roles for Schools and School Social Workers in Improving Child Food Security

Science.gov (United States)

Fram, Maryah Stella; Frongillo, Edward A.; Fishbein, Eliza M.; Burke, Michael P.

2014-01-01

Food insecurity is associated with a range of child developmental, behavioral, and emotional challenges, all of which can inhibit a child's school success. Schools offer a number of formal and informal services aimed at reducing food insecurity, but the problems associated with identifying children in need, addressing issues of stigma, and…

School-age children's fears, anxiety, and human figure drawings.

Science.gov (United States)

Carroll, M K; Ryan-Wenger, N A

1999-01-01

The purpose of this study was to identify the fears of school-age children and determine the relationship between fear and anxiety. A descriptive, correlational, secondary analysis study was conducted using a convenience sample of 90 children between the ages of 8 and 12 years. Each child was instructed to complete the Revised Children's Anxiety Scale and then answer questions from a structured interview. On completion, each child was instructed to draw a human figure drawing. Frequency charts and correlational statistics were used to analyze the data. Findings indicated that the most significant fears of the boys were in the categories of animals, safety, school, and supernatural phenomena, whereas girls were more fearful of natural phenomena. High correlations existed between anxiety scores and the number of fears and emotional indicators on human figure drawings. Because human figure drawings are reliable tools for assessing anxiety and fears in children, practitioners should incorporate these drawings as part of their routine assessments of fearful children.

Enhancing No Child Left Behind-School mental health connections.

Science.gov (United States)

Daly, Brian P; Burke, Robert; Hare, Isadora; Mills, Carrie; Owens, Celeste; Moore, Elizabeth; Weist, Mark D

2006-11-01

The No Child Left Behind Act of 2001 was signed into law by President George W. Bush in January 2002 and is regarded as the most significant federal education policy initiative in a generation. The primary focus of the No Child Left Behind Act is on promoting educational success for all children; however, the legislation also contains opportunities to advance school-based mental health. Unfortunately, the complexities of the provisions of the No Child Left Behind Act have made it difficult for educators, stakeholders, and mental health professionals to understand the legal and practical interface between No Child Left Behind and the school mental health movement. Therefore, the goals of this article are to (1) raise awareness about the challenges educators and school mental health professionals face as a result of the implementation of No Child Left Behind and (2) provide ideas and recommendations to advance the interface between No Child Left Behind and school mental health, which will support key provisions of the act and the growth of the field.

Effects of a Parent-Child Interactive Program for Families on Reducing the Exposure of School-Aged Children to Household Smoking.

Science.gov (United States)

Chen, Yu-Ting; Hsiao, Fei-Hsiu; Lee, Ching-Mei; Wang, Ruey-Hsia; Chen, Ping-Ling

2016-03-01

Parental smoking has been identified as the major source of children's exposure to environmental tobacco smoke (ETS). Therefore, parental involvement is critical in ETS exposure prevention programs. This study examined the effects of a parent-child interactive program on reducing children's exposure to ETS at home and enhancing parents' and children's prevention strategies. A clustered randomized controlled trial was administered to 75 families of school-aged children from six primary schools in New Taipei City, Taiwan. Families in the intervention group received a parent-child interactive intervention, and parents in the control group received written materials on tobacco hazards. Data on children's exposure and the prevention of children's exposure to ETS at home were obtained at baseline, 8-week, and 20-week or 6-month assessments. The percentage of children with urine cotinine levels greater than or equal to 6 ng/ml was significantly lower in the intervention group than it was in the control group at both the 8-week and 6-month assessments. The intervention significantly reduced parental smoking in the presence of children and increased parents' prevention of children's ETS exposure and children's ETS avoidance behavior from the baseline to the 20-week assessment. This is a preliminary study design aimed at creating a program for reducing children's ETS exposure at home. Further research to produce evidence supporting the application of the parent-child interactive program in primary schools is suggested. The theoretical basis of the intervention design can serve as a reference for nursing education and the design of health education programs. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

PLAYING ORIGAMI ENHANCE THE CREATIVITY OF SCHOOL AGED CHILDREN

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Yuni Sufyanti Arief

2017-07-01

Full Text Available Introduction: Critical period for creativity development happened at school aged. Playing Origami is a stimulation that can be done to develop child’s creativity optimally. The aimed of this study was to analyze the effect of playing origami toward creativity development at school age in 4th grade elementary school Krian, Sidoarjo. Method: This study was used a pre experimental and purposive sampling design. The populations were children who age in the sixth until seventh age in 4th grade elementary school Krian, Sidoarjo. There were 41 respondents for this research who met the inclusion criteria. The independent variable was the playing origami while the dependent variable was creativity development of school age. Data were collected by using questionnaire and Figural Creativity test to know the creativity level before and after intervention, and then analyzed by using Wilcoxon Signed Rank Test with significance level of a£0.05. Result: The result showed that there was an effect of play origami toward the creativity development of school age with significant level (p=0.000. Discussion: It can be concluded that playing origami can develop the creativity of school aged children. Every child should be facilitated by provide a chance, supportt and activity that can improve their creativity development that can be useful for them and other people. Further study was recommended to analyze the effect of playing origami on decreasing stress hospitalization.

Work Experiences and Family Functioning among Employed Fathers with Children of School Age.

Science.gov (United States)

Kinnunen, Ulla; And Others

1996-01-01

Investigated how 657 fathers' job satisfaction and job stress were related to four domains: individual, parent-child, marital, and child. Results showed that the job affected all four domains. Job stress and job satisfaction were directly related to family functioning. Discusses implications for families with school-age children. (RJM)

Born a bit too early: A study of early planned birth and child development at school age

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Jason Bentley

2017-04-01

Early (<39 weeks gestation planned birth is associated with an increased risk of poor development in children starting school. Given the timing of planned birth is modifiable, delaying birth for an additional week or more may improve child development. Strategies and interventions to inform more judicious decision making, weighing all the risks and benefits for early planned birth are required to ensure optimal child health and development.

Prevalence of child abuse in Khorramabad junior high school students, 2012

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farideh Malekshahi

2014-03-01

Full Text Available Background: Child abuse is a global problem and occurs in a variety of forms and is deeply rooted in cultural, economic and social practices. Child abuse is a behaviour which causes physical, psychological, emotional or sexual abuses, consequentlylead to damage of children,s health, peace of mind and education. Based on these considerations, the present study was conducted to investigate the prevalence of child abuse among junior high school students of Khoramabad in 2012. Materials and Methods: In this cross sectional study, 907 junior high school students randomly selected .Data collection tool was a multiple questionnaire incloding child and parents’ demographic information, and a physical emotional abuse and neglect questionnaire. It,s validity and reliability was done by content validity and Test re test. Data were analysed using SPSS v. 19. Results: The findings of this study showed that average age of the cases was 13.36±1.04 and 5.4% of them were always under physical abuse and the most physical abuse was slap on the face , 7.3% emotional abuse and 5.5% neglect. Statistical test showed a significant relation between abuses and parents, educational level, job, addiction and divorce. Conclusion: Results showed that child abuse is common among families, therefore, monitoring of children, ratification of rules supporting children, planing and administration of preventive educational programs can be effective to reduce child abuse.

Child Find Practices in Christian Schools

Science.gov (United States)

Lane, Julie M.; Jones, David R.

2015-01-01

The 1997 Amendments of the Individuals with Disabilities Education Act (IDEA) states that children placed in private schools by their parents are no longer afforded the right to special education services. However, IDEA does state that child find activities between public school representatives and private schools are to remain intact. This study…

School Age Center Connections: Site-Based Management Strategies for Implementation of Quality Programs.

Science.gov (United States)

Willis, Dahna R.

This paper describes the outcomes of a practicum that initiated site-based-management strategies to support the consistent implementation of a quality school-age child-care program. Implemented at a multisite child-care center, the program sought to enhance staff members' job satisfaction and maximize their opportunities for professional growth…

Too Young to Leave the Nest: The Effects of School Starting Age. NBER Working Paper No. 13969

Science.gov (United States)

Black, Sandra E.; Devereux, Paul J.; Salvanes, Kjell G.

2008-01-01

Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes. This paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes such as IQ scores at age 18, educational…

Child Care Practices and Its Effects to School Performance

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Alfred Raymund C. Panopio

2017-05-01

Full Text Available This scholarly work aimed to determine the child care practices that have the potential in honing a child with good school performance. The result of the study led to the formulation of a model that typifies the good child care practices. Since children are on the accepting side, it is the way parents raise a nd rear them that will influence what they will be in the near future. The participants were selected as they are included in the top performing public schools in Batangas City , Philippines . The parents and teachers of the said child were the respondents to assess the ability of the child. A total of 215 students from grades 4 to 6 were selected as the target sample. Descriptive correlational design was utilized to determine the relationship between the child care practices and school performance. A self - made questionnaire was formulated and used face validity and content reliability to come up with the most appropriate instrument. Frequency distribution, weighted mean and chi square were th e statistical tests utilized to aid the analysis of data. Based on the result of the study, breastfeeding, proper hygiene, allowing the child to participate in family conversation and providing monetary allowance were among the practices that lead to child ren’s good school performance. Having knowledge on these practices will guide parents in giving their child a better and assured future, and eventually benefit their children as they become parents themselves.

phenomenon of child abuse based on studies of high school students

Directory of Open Access Journals (Sweden)

Joanna Kasznia-Kocot

2012-03-01

Full Text Available Phenomenon of child abuse is considered to be voluntary or involuntary action of an adult which has a detrimental effect on child’s health and/or his psychophysical development. The concept of child abuse syndrome includes physical, mental and emotional maltreatment and negligence of physical, medical and emotional needs and also rape and sexual abuse. The authors conducted a questionnaire survey in order to assess children mistreatment by parents, caretakers and school environment. Studies included 228 high school students aged 14– 16 out of which 44,3% were girls and 55,7% were boys. 84% of the children were brought up by full families, 13% by mothers only, and 3% by fathers only. The most common form of mistreatment of children was physical violence (20,3%, psychological violence (12,1% and negligence (6,5%. Violence in the form of bad touch was experienced by 7,9% of girls and 0,8% of boys. High school students often suffered emotional violence from peers (22,9%, siblings (5,2% and teachers (4,8%. Results of the surveys were discussed paying attention to sociological context and legal conditions. The need for cooperation between many organizations and sectors of public life was highlighted to prevent the phenomenon of child abuse.

Parental Schooling and Child Development: Learning from Twin Parents

DEFF Research Database (Denmark)

Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

. By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers' schooling has a positive causal effect on child schooling but mothers' does not. However, this is reversed for parents born after 1945, when mothers' schooling has...

Active transport among Czech school-aged children

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Jan Pavelka

2012-09-01

Full Text Available BACKGROUND: Active transport is a very important factor for increasing the level of physical activity in children, which is significant for both their health and positive physical behaviour in adult age. OBJECTIVE: The aim of the study was to establish the proportion of Czech children aged 11 to 15 who select active transport to and from school and, at the same time, describe socio-economic and socio-demographic factors influencing active transport to and from school among children. METHODS: To establish the socio-demographic factors affecting active transport, data of a national representative sample of 11 to 15 year-old elementary school children in the Czech Republic (n = 4,425. Research data collection was performed within an international research study called Health Behaviour in School Aged Children in June 2010. Statistical processing of the results was made using a logistic regression analysis in the statistical programme IBM SPSS v 20. RESULTS: Active transport to and from school is opted for in the Czech Republic by approximately 2/3 of children aged 11 to 15. Differences between genders are not statistically significant; most children opting for active transport are aged 11 (69%. An important factor increasing the probability of active transport as much as 16 times is whether a child's place of residence is in the same municipality as the school. Other factors influencing this choice include BMI, time spent using a computer or a privateroom in a family. A significant factor determining active transport by children is safety; safe road crossing, opportunity to leave a bicycle safely at school, no fear of being assaulted on the way or provision of school lockers where children can leave their items. CONCLUSIONS: Active transport plays an important role in increasing the overall level of physical activity in children. Promotion of active transport should focus on children who spend more time using a computer; attention should also be

Severity of pediatric pain in relation to school-related functioning and teacher support: an epidemiological study among school-aged children and adolescents.

Science.gov (United States)

Vervoort, Tine; Logan, Deirdre E; Goubert, Liesbet; De Clercq, Bart; Hublet, Anne

2014-06-01

The current cross-sectional study examined child and adolescent pain severity in relation to various domains of school functioning and, in line with self-determination theory, the potentially protective role of perceived teacher support of child/adolescent autonomy and competence. Data from a large representative sample of Flemish school children and adolescents (N=10650; 50.8% boys; age range 10-21years; mean age=14.33) was collected as part of the World Health Organization (WHO) collaborative Health Behaviour in School-Aged Children (HBSC) survey. Child/adolescent pain severity was graded based on a pediatric pain classification system adapted from that of Von Korff et al. The current study thus provided insight regarding the prevalence of pain among Flemish children/adolescents and, extending the limitations of existing literature, examined the specific role of pain severity across various domains of school functioning. Findings indicated that a sizeable proportion of children reported moderate to severe pain problems (ie, about 14% of children and adolescents were classified in the highest pain grades: ie, grade III or IV). Furthermore, higher pain grades were associated with poorer outcomes across all indices of school functioning (ie, school absenteeism, school-related pressure and satisfaction, and bullying experiences), with the exception of academic performance. However, the association between pain grade and school absenteeism was less pronounced when children perceived their teachers to be highly supportive of competence and autonomy. Furthermore, teacher support of competence appeared to buffer against the harmful effects of severe pain upon instances of bullying experiences at school. Future research directions and implications for school-based interventions are discussed. Copyright © 2014 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

Parents' posttraumatic stress after burns in their school-aged child : A prospective study

NARCIS (Netherlands)

Egberts, Marthe R|info:eu-repo/dai/nl/412493616; van de Schoot, A.G.J.|info:eu-repo/dai/nl/304833207; Geenen, R.|info:eu-repo/dai/nl/087017571; Van Loey, Nancy E E

OBJECTIVE: This prospective study examined the course and potential predictors of parents' posttraumatic stress symptoms (PTSS) after burn injury in their child (Age 8 to 18 years). METHOD: One hundred eleven mothers and 91 fathers, representing 118 children, participated in the study. Within the

Determinants of Child Labour and Schooling in Botswana: Evidence ...

African Journals Online (AJOL)

child labour and schooling in an upper middle-income country, Botswana. ... and schooling is positively and significantly influenced by child education level, the ..... teacher missing .... is exclusively formed by the precarious work of minors. ... not responsible for the entry of children into the Brazilian labour market, Barros and.

Starting school: The effect of early childhood factors on child well-being

DEFF Research Database (Denmark)

Deding, Mette; Lausten, Mette; Rosenstjerne Andersen, Angelo

Children’s well-being around the age when they start school is crucial for their future success in the educational system. Factors in the first 3 years of a child’s life matter for the child’s well-being when he or she starts school. This article analyzes the relationship between early childhood...... factors–such as maternal employment, family structure, and family life–and future child well-being. The analysis uses the psychosocial SDQ-scale and the number of problems experienced around starting school as measures of well-being. Results show that family factors in particular are important, while...

Direct and Indirect Links between the Couple Relationship and Child School Outcomes

Science.gov (United States)

Chen, Hui-Hua; Liang, Yi-Ching; Gapp, Susan C.; Newland, Lisa A.; Giger, Jarod T.; Lin, Chunn-Ying

2017-01-01

This study measured aspects of the couple relationship to examine direct and indirect relations with parental involvement in education and children's school outcomes. The sample (n = 100) consisted of families that have at least one child between the ages of 8 and 11 in urban central Taiwan. Findings indicated that couple relationship quality is…

Development of Daily Activities in School-Age Children with Cerebral Palsy

Science.gov (United States)

Smits, Dirk-Wouter; Ketelaar, Marjolijn; Gorter, Jan Willem; van Schie, Petra; Dallmeijer, Annet; Jongmans, Marian; Lindeman, Eline

2011-01-01

The purpose of this study was to describe the course of capabilities in self-care, mobility, and social function in school-age children with cerebral palsy (CP) and to investigate associations with CP-, child-, and family-characteristics. A clinic-based sample of children with CP (n = 116; 76 males, 40 females; mean age 6 y 3 mo, SD 12 mo) was…

Social behaviour in pre-school children: a child-centred follow-up study

Directory of Open Access Journals (Sweden)

Maša Vidmar

2006-08-01

Full Text Available The contribution presents a study with 3-year-olds and examines relative contribution of children's age of entry to pre-school (1 and 3 years, their personality type (resilient, average, willful and maternal parenting style (optimal, less-than-optimal to the development of individual differences in social behavior. Employing The Family Environment Questionnaire (Zupančič, Podlesek, & Kavčič, 2004, 2 internally replicable parenting styles were identified with maternal and paternal self-report data sets. The styles differed mainly by authoritative parenting and stimulation, and appeared structurally similar between the spouses. Parental agreement on individual style membership significantly exceeded chance levels, but was relatively low. Therefore further analyses considered maternal parenting style only. The mothers also filled in The Inventory of Child Individual Differences (Halverson et al., 2003 and the teachers (concurrently and one year later filled in The Social Competence and Behavior Evaluation scales (LaFreniere et al., 2001. Child personality type membership was based on classifications derived in a previous study. Relatively, the personality type exerted the strongest and the most consistent effects on child social behavior in pre-school. Social functioning of the resilient and the willful children was somewhat more efficient in comparison to their counterparts with the average profile, even though the latter showed the most improvement in these domains between ages 3 and 4. With the willful children only, less-than-optimal parenting had an adverse effect on the development of externalizing behavior, while the development of social adjustment was negatively affected by the children's late entry to pre-school.

Quantity-Quality and the One Child Policy:The Only-Child Disadvantage in School Enrollment in Rural China

OpenAIRE

Nancy Qian

2009-01-01

Many believe that increasing the quantity of children will lead to a decrease in their quality. This paper exploits plausibly exogenous changes in family size caused by relaxations in China's One Child Policy to estimate the causal effect of family size on school enrollment of the first child. The results show that for one-child families, an additional child significantly increased school enrollment of first-born children by approximately 16 percentage-points. The effect is larger for househo...

Families with school-age children.

Science.gov (United States)

Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

2011-01-01

Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The authors assess the potential capacity of schools to help meet the needs of working families through changes in school schedules and after-school programs and conclude that the flexibility parents need to balance family-work responsibilities probably cannot be found in the school setting. They argue that workplaces are better able than schools to offer the flexibility that working parents need to attend to basic needs of their children, as well as to engage in activities that enhance their children's academic performance and emotional and social well-being. Two types of flexible work practices seem especially well suited to parents who work: flextime arrangements that allow parents to coordinate their work schedules with their children's school schedules, and policies that allow workers to take short periods of time off--a few hours or a day or two-to attend a parent-teacher conference, for example, or care for a child who has suddenly fallen ill. Many companies that have instituted such policies have benefited through employees' greater job satisfaction and employee retention. Yet despite these measured benefits to employers, workplaces often fall short of being family friendly. Many employers do not offer such policies or offer them only to employees at certain levels or in certain types of jobs. Flexible work practices are almost nonexistent for low-income workers, who are least able to afford alternative child care and may need flexibility the most. Moreover the authors find that even employees in firms with flexible practices such as telecommuting may be reluctant to take advantage of them, because the workplace culture

School-Based Child Abuse Prevention Programs

Science.gov (United States)

Brassard, Marla R.; Fiorvanti, Christina M.

2015-01-01

Child abuse is a leading cause of emotional, behavioral, and health problems across the lifespan. It is also preventable. School-based abuse prevention programs for early childhood and elementary school children have been found to be effective in increasing student knowledge and protective behaviors. The purpose of this article is to help school…

School Influences on Child and Youth Development

Science.gov (United States)

Osher, David; Kendziora, Kimberly; Spier, Elizabeth; Garibaldi, Mark L.

2014-01-01

Schools play a key role in child and youth development as both social microcosms of the broader society and reciprocally influencing people and communities. As such, schools can function as a protective factor that promotes safety, motivation, relationships, and support for positive student outcomes. However, schools may also function as a risk…

Child-targeted fast-food television advertising exposure is linked with fast-food intake among pre-school children.

Science.gov (United States)

Dalton, Madeline A; Longacre, Meghan R; Drake, Keith M; Cleveland, Lauren P; Harris, Jennifer L; Hendricks, Kristy; Titus, Linda J

2017-06-01

To determine whether exposure to child-targeted fast-food (FF) television (TV) advertising is associated with children's FF intake in a non-experimental setting. Cross-sectional survey conducted April-December 2013. Parents reported their pre-school child's TV viewing time, channels watched and past-week FF consumption. Responses were combined with a list of FF commercials (ads) aired on children's TV channels during the same period to calculate children's exposure to child-targeted TV ads for the following chain FF restaurants: McDonald's, Subway and Wendy's (MSW). Paediatric and Women, Infants, and Children (WIC) clinics in New Hampshire, USA. Parents (n 548) with a child of pre-school age. Children's mean age was 4·4 years; 43·2 % ate MSW in the past week. Among the 40·8 % exposed to MSW ads, 23·3 % had low, 34·2 % moderate and 42·5 % high exposure. McDonald's accounted for over 70 % of children's MSW ad exposure and consumption. Children's MSW consumption was significantly associated with their ad exposure, but not overall TV viewing time. After adjusting for demographics, socio-economic status and other screen time, moderate MSW ad exposure was associated with a 31 % (95 % CI 1·12, 1·53) increase and high MSW ad exposure with a 26 % (95 % CI 1·13, 1·41) increase in the likelihood of consuming MSW in the past week. Further adjustment for parent FF consumption did not change the findings substantially. Exposure to child-targeted FF TV advertising is positively associated with FF consumption among children of pre-school age, highlighting the vulnerability of young children to persuasive advertising and supporting recommendations to limit child-directed FF marketing.

The Intergenerational Transmission of Parental Schooling and Child Development

DEFF Research Database (Denmark)

Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

Understanding the causal relationship between parental schooling and child development is important to create polices raising schooling level. We use unique Danish administrative data with information on identical twins to estimate the effect of parental schooling on short-run and long-run outcomes....... By applying within twin fixed effect techniques we are able to take heritable endowments transmitted from parent to child into account. We find OLS to be consistently upward biased due to endowments. Further, paternal schooling has no causal effect on infant and early childhood health but increases children...

Effects of Parental Union Dissolution on Child Mortality and Child Schooling in Burkina Faso

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Jean-François Kobiané

2013-10-01

Full Text Available Background: Family structure and union dissolution has been one of the most thoroughly studied determinants of children's wellbeing worldwide. To date, however, few of these studies have examined sub-Saharan Africa, especially countries in West Africa where marital breakdowns are not uncommon. Objective: We attempt to examine the effects of a mother's divorce and widowhood on children's risk of mortality under age 5 and on their probability of entering primary school. Methods: Survival data analysis methods, specifically Kaplan-Meier and piecewise exponential models, are used for analysis, based on data come from the 2000 Migration and Urban Integration Survey of Burkina Faso. Results: Compared to those of intact families, children of divorced parents experience higher estimated mortality risks under age 5 and a lower probability of entering school, even after controlling for various other factors. This effect is large and significant during the first two years after the divorce. The death of the father is also found to greatly reduce a child's likelihood of entering school, but its effect on mortality is not significant. Conclusions: The results indicate that the family context plays an important role in determining two important aspects of children's welfare: their probabilities of dying before age 5 and of entering school. Comments: Children of divorced parents or a deceased father are living in precarious situations and their specific needs should be taken into account in policies in order to improve the wellbeing of all children. Attention must be directed to the first two years following the union dissolution.

Non-cognitive Child Outcomes and Universal High Quality Child Care

DEFF Research Database (Denmark)

Datta Gupta, Nabanita; Simonsen, Århus Universitet, Marianne

universal pre-school programs and family day care vis-à-vis home care. We find that, compared to home care, being enrolled in pre-school at age three does not lead to significant differences in child outcomes at age seven no matter the gender or mother’s level of education. Family day care, on the other......Exploiting a rich panel data child survey merged with administrative records along with a pseudo-experiment generating variation in the take-up of pre-school across municipalities, we provide evidence of the effects on non-cognitive child outcomes of participating in large scale publicly provided...... hand, seems to significantly deteriorate outcomes for boys whose mothers have a lower level of education. Finally, increasing hours in family day care from 30-40 hours per week to 40-50 hours per week and hours in pre-school from 20-30 hours per week to 30-40 hours per week leads to significantly...

Non-cognitive Child Outcomes and Universal High Quality Child Care

DEFF Research Database (Denmark)

Datta Gupta, Nabanita; Simonsen, Marianne

universal pre-school programs and family day care vis-à-vis home care. We find that, compared to home care, being enrolled in pre-school at age three does not lead to significant differences in child outcomes at age seven no matter the gender or mother's level of education. Family day care, on the other......Exploiting a rich panel data child survey merged with administrative records along with a pseudo-experiment generating variation in the take-up of pre-school across municipalities, we provide evidence of the effects on non-cognitive child outcomes of participating in large scale publicly provided...... hand, seems to significantly deteriorate outcomes for boys whose mothers have a lower level of education. Finally, increasing hours in family day care from 30-40 hours per week to 40-50 hours per week and hours in pre-school from 20-30 hours per week to 30-40 hours per week leads to significantly...

Pocket money and child effort at school

OpenAIRE

François-Charles Wolff; Christine Barnet-Verzat

2008-01-01

In this paper, we study the relationship between the provision of parental pocket and the level of effort undertaken by the child at school. Under altruism, an increased amount of parental transfer should reduce the child's effort. Our empirical analysis is based on a French data set including about 1,400 parent-child pairs. We find that children do not undertake less effort when their parents are more generous.

Prevalence and determinants of child maltreatment among high school students in Southern China: A large scale school based survey

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Chen WQ

2008-09-01

Full Text Available Abstract Background Child maltreatment can cause significant physical and psychological problems. The present study aimed to investigate the prevalence and determinants of child maltreatment in Guangzhou, China, where such issues are often considered a taboo subject. Methods A school-based survey was conducted in southern China in 2005. 24 high schools were selected using stratified random sampling strategy based on their districts and bandings. The self-administered validated Chinese version of parent-child Conflict Tactics Scale (CTSPC was used as the main assessment tool to measure the abusive experiences encountered by students in the previous six months. Results The response rate of this survey was 99.7%. Among the 6592 responding students, the mean age was 14.68. Prevalence of parental psychological aggression, corporal punishment, severe and very serve physical maltreatment in the past 6 months were 78.3%, 23.2%, 15.1% and 2.8% respectively. The prevalence of sexual abuse is 0.6%. The most commonly cited reasons for maltreatment included 'disobedience to parents', 'poor academic performance', and 'quarrelling between parents'. Age, parental education, places of origins and types of housing were found to be associated with physical maltreatments whereas gender and fathers' education level were associated with sexual abuse. Conclusion Though largely unspoken, child maltreatment is a common problem in China. Identification of significant determinants in this study can provide valuable information for teachers and health professionals so as to pay special attention to those at-risk children.

Prevalence and determinants of child maltreatment among high school students in Southern China: a large scale school based survey.

Science.gov (United States)

Leung, Phil W S; Wong, William C W; Chen, W Q; Tang, Catherine S K

2008-09-29

Child maltreatment can cause significant physical and psychological problems. The present study aimed to investigate the prevalence and determinants of child maltreatment in Guangzhou, China, where such issues are often considered a taboo subject. A school-based survey was conducted in southern China in 2005. 24 high schools were selected using stratified random sampling strategy based on their districts and bandings. The self-administered validated Chinese version of parent-child Conflict Tactics Scale (CTSPC) was used as the main assessment tool to measure the abusive experiences encountered by students in the previous six months. The response rate of this survey was 99.7%. Among the 6592 responding students, the mean age was 14.68. Prevalence of parental psychological aggression, corporal punishment, severe and very serve physical maltreatment in the past 6 months were 78.3%, 23.2%, 15.1% and 2.8% respectively. The prevalence of sexual abuse is 0.6%. The most commonly cited reasons for maltreatment included 'disobedience to parents', 'poor academic performance', and 'quarrelling between parents'. Age, parental education, places of origins and types of housing were found to be associated with physical maltreatments whereas gender and fathers' education level were associated with sexual abuse. Though largely unspoken, child maltreatment is a common problem in China. Identification of significant determinants in this study can provide valuable information for teachers and health professionals so as to pay special attention to those at-risk children.

Warm Parenting and Effortful Control in Toddlerhood: Independent and Interactive Predictors of School-Age Externalizing Behavior.

Science.gov (United States)

Reuben, Julia D; Shaw, Daniel S; Neiderhiser, Jenae M; Natsuaki, Misaki N; Reiss, David; Leve, Leslie D

2016-08-01

Externalizing symptoms, such as aggression, impulsivity, and inattention, represent the most common forms of childhood maladjustment (Campbell et al. Development and Psychopathology, 12, 467-488, 2000). Several dimensions of parenting behavior, including overreactive and warm parenting, have been linked to children's conduct problems. However, the majority of these studies involve biologically-related family members, thereby limiting understanding of the role of genetic and/or environmental underpinnings of parenting on child psychopathology. This study extends previous research by exploring associations between overreactive and warm parenting during toddlerhood and school-age externalizing problems, as well as the potential moderating effects of child effortful control (EC) on such associations using a longitudinal adoption design. The sample consisted of 225 adoption-linked families (adoptive parents, adopted child [124 male and 101 female] and birth parent[s]), thereby allowing for a more precise estimate of environmental influences on the association between parenting and child externalizing problems. Adoptive mothers' warm parenting at 27 months predicted lower levels of child externalizing problems at ages 6 and 7. Child EC moderated this association in relation to teacher reports of school-age externalizing problems. Findings corroborate prior research with biological families that was not designed to unpack genetic and environmental influences on associations between parenting and child externalizing problems during childhood, highlighting the important role of parental warmth as an environmental influence.

Parenting and feeding behaviors associated with school-aged African American and White children.

Science.gov (United States)

Polfuss, Michele Lynn; Frenn, Marilyn

2012-08-01

Pediatric obesity is multifactorial and difficult to treat. Parenting and feeding behaviors have been shown to influence a child's weight status. Most prior studies have focused on preschool-aged White children. Additional complicating factors include parents' inability to accurately identify their child's abnormal weight status. Parenting and feeding behaviors used by 176 African American and White parents of school-age children were examined. Assessment included (a) identifying what behaviors were reported when parent expressed concern with child's weight and (b) the relationship of these behaviors on child's body mass index percentile (BMI%), considering ethnicity, socioeconomic status (SES), and parent's body mass index (BMI). Findings included African American parents and parents concerned about their child's weight exhibited increased controlling/authoritarian parenting and feeding behaviors. Parents were able to accurately identify their child's weight status. Parenting and feeding behaviors played a significant role in the children's BMI% even when controlling for ethnicity, SES, and parent's BMI.

Unique contributions of dynamic versus global measures of parent-child interaction quality in predicting school adjustment.

Science.gov (United States)

Bardack, Sarah; Herbers, Janette E; Obradović, Jelena

2017-09-01

This study investigates the unique contribution of microsocial and global measures of parent-child positive coregulation (PCR) in predicting children's behavioral and social adjustment in school. Using a community sample of 102 children, ages 4-6, and their parents, we conducted nested path analytic models to identify the unique effects of 2 measures of PCR on school outcomes. Microsocial PCR independently predicted fewer externalizing and inattention/impulsive behaviors in school. Global PCR did not uniquely relate to children's behavioral and social adjustment outcomes. Household socioeconomic status was related to both microsocial and global measures of PCR, but not directly associated with school outcomes. Findings illustrate the importance of using dynamic measures of PCR based on microsocial coding to further understand how the quality of parent-child interaction is related to children's self-regulatory and social development during school transition. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Development of daily activities in school-age children with cerebral palsy

NARCIS (Netherlands)

Smits, D.W.; Ketelaar, M.; Gorter, J.W.; van Schie, P.E.M.; Dallmeijer, A.J.; Jongmans, M.J.; Lindeman, E.

2011-01-01

The purpose of this study was to describe the course of capabilities in self-care, mobility, and social function in school-age children with cerebral palsy (CP) and to investigate associations with CP-, child-, and family-characteristics. A clinic-based sample of children with CP (n= 116; 76 males,

Prevalence, types and demographic features of child labour among school children in Nigeria

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Njokama Fidelis O

2005-03-01

Full Text Available Abstract Background To determine the prevalence, types and demographic features of child labour among school children in Nigeria. Methods A cross-sectional interview study of 1675 randomly selected public primary and secondary school pupils aged 5 to less than 18 years was conducted in the Sagamu Local Government Area of Ogun State, Nigeria from October 1998 to September 1999. Results The overall prevalence of child labour was 64.5%: 68.6% among primary and 50.3% among secondary school pupils. Major economic activities included street trading (43.6%, selling in kiosks and shops (25.4% and farming (23.6%. No child was involved in bonded labour or prostitution. Girls were more often involved in labour activities than boys (66.8% versus 62.1%, p = 0.048: this difference was most obvious with street trading (p = 0.0004. Most of the children (82.2% involved in labour activities did so on the instruction of one or both parents in order to contribute to family income. Children of parents with low socio-economic status or of poorly educated parents were significantly involved in labour activities (p = 0.01 and p = 0.001 respectively. Child labour was also significantly associated with increasing number of children in the family size (p = 0.002. A higher prevalence rate of child labour was observed among children living with parents and relations than among those living with unrelated guardians. Conclusion It is concluded that smaller family size, parental education and family economic enhancement would reduce the pressure on parents to engage their children in labour activities.

School environments and social risk factors for child pedestrian-motor vehicle collisions: A case-control study.

Science.gov (United States)

Rothman, Linda; Howard, Andrew; Buliung, Ron; Macarthur, Colin; Richmond, Sarah A; Macpherson, Alison

2017-01-01

Child pedestrian-motor vehicle collisions (PMVCs) have decreased in Canada in the past 20 years. Many believe this trend is explained by the rise in automobile use for all travel. Initiatives to increase walking to school need to consider PMVC risk. Potential risk factors related to walking to school, the built environment and social factors were examined for schools with historically high child PMVC rates. Child PMVCs (age 4-12 years) from 2000 to 2013 and built environment features were mapped within school attendance boundaries in the City of Toronto, Canada. Case and control schools were in the highest and lowest PMVC quartiles respectively. Observational counts of travel mode to school were conducted. Logistic regression evaluated walking to school, built environment and social risk factors for higher PMVC rates, stratified by geographic location (downtown vs. inner suburbs). The mean PMVC rates were 18.8/10,000/year (cases) and 2.5/10,000/year (controls). One-way street density (OR=4.00), school crossing guard presence (OR=3.65) and higher social disadvantage (OR=1.37) were associated with higher PMVCs. Higher residential land use density had a protective effect (OR=0.56). More walking was not a risk factor. While several built environment risk factors were identified for the inner suburbs; only social disadvantage was a risk factor within older urban neighbourhoods. Several modifiable environmental risk factors were identified for child PMVCs. More walking to school was not associated with increased PMVCs after controlling for the environment. School social disadvantage was associated with higher PMVCs with differences by geographic location. These results have important implications for the design of roadways around schools. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Patterns of Parental Rearing Styles and Child Behaviour Problems among Portuguese School-Aged Children

OpenAIRE

Pereira, Ana I. F.; Canavarro, Cristina; Cardoso, Margarida F.; Mendonça, Denisa

2008-01-01

The majority of studies investigating the effects of parental behaviour on the child’s adjustment have a dimensional approach. We identified the existence of various patterns in parental rearing styles and analysed the relationship between different parenting patterns and behavioural problems in a group of school-aged children. A longitudinal, multi-informant study was conducted. The sample consisted of 519 school-aged children from the Portuguese general population. Parental rearing styles w...

Exploration of the Influence of Factors Identified in the Literature on School-aged Children's Emotional Responses to Asthma.

Science.gov (United States)

Walker, Verónica García

Approximately 6.3 million US children suffer from asthma. The purpose of this study was to explore factors on school-aged children's emotional responses to asthma, N=85, ages 6-12. Correlations included Asthma related child emotional functioning QOL and (a) asthma severity, r=-0.30, pchild internalizing behaviors, r=-0.26, pchild externalizing behaviors r=-0.43, pasthma severity, r=-0.39, pchild internalizing behaviors, r=-0.22, pchild externalizing behaviors, r=-0.25; pasthma severity and child externalizing problems accounted for 26% of the variance in asthma related child emotional functioning QOL, F (4, 79)=7.051, pasthma severity, β=-0.31, pchild externalizing problem behaviors, β=-0.43, pasthma research should consider problem behaviors of school-aged children when addressing asthma related emotional functioning QOL. Copyright © 2016 Elsevier Inc. All rights reserved.

Child-targeted fast-food television advertising exposure is linked with fast-food intake among pre-school children

Science.gov (United States)

Dalton, Madeline A; Longacre, Meghan R; Drake, Keith M; Cleveland, Lauren P; Harris, Jennifer L; Hendricks, Kristy; Titus, Linda J

2017-01-01

Objective To determine whether exposure to child-targeted fast-food (FF) television (TV) advertising is associated with children’s FF intake in a non-experimental setting. Design Cross-sectional survey conducted April–December 2013. Parents reported their pre-school child’s TV viewing time, channels watched and past-week FF consumption. Responses were combined with a list of FF commercials (ads) aired on children’s TV channels during the same period to calculate children’s exposure to child-targeted TV ads for the following chain FF restaurants: McDonald’s, Subway and Wendy’s (MSW). Setting Paediatric and Women, Infants, and Children (WIC) clinics in New Hampshire, USA. Subjects Parents (n 548) with a child of pre-school age. Results Children’s mean age was 4·4 years; 43·2 % ate MSW in the past week. Among the 40·8 % exposed to MSW ads, 23·3 % had low, 34·2 % moderate and 42·5 % high exposure. McDonald’s accounted for over 70 % of children’s MSW ad exposure and consumption. Children’s MSW consumption was significantly associated with their ad exposure, but not overall TV viewing time. After adjusting for demographics, socio-economic status and other screen time, moderate MSW ad exposure was associated with a 31 % (95 % CI 1·12, 1·53) increase and high MSW ad exposure with a 26 % (95 % CI 1·13, 1·41) increase in the likelihood of consuming MSW in the past week. Further adjustment for parent FF consumption did not change the findings substantially. Conclusions Exposure to child-targeted FF TV advertising is positively associated with FF consumption among children of pre-school age, highlighting the vulnerability of young children to persuasive advertising and supporting recommendations to limit child-directed FF marketing. PMID:28416041

Mental Health Condition of the Only-Child: A Study of Urban and Rural High School Students in China

Science.gov (United States)

Liu, Chenying; Munakata, Tsunetsugu; Onuoha, Francis N.

2005-01-01

The mental health of the only-child continues to generate interest in research literature. The present study examines the issue in China, where the one-child phenomenon is highest due to deliberate government policy. Subjects are 299 and 333 students in two high-rank high schools in urban Harebin and rural Qing an Xian, respectively (mean age =…

The Associations between the Milk Mothers Drink and the Milk Consumed by Their School-Aged Children. Nutrition, Health and Safety.

Science.gov (United States)

Johnson, Rachel K.; Panely, Celeste V.; Wang, Min Qi

2001-01-01

A national survey identified predictors of school-age children's and adolescents' amount and type of milk intake. Findings indicated that geographic region, child's gender, and amount of milk mothers consumed predicted the children's milk consumption. Predictors of child milk type included the children's age, gender, race, geographic region,…

Cognition, behavior and social competence of preterm low birth weight children at school age

Directory of Open Access Journals (Sweden)

Rachel Gick Fan

2013-07-01

Full Text Available OBJECTIVE: The aim of this study was to assess the cognitive and behavioral development of preterm and low birth weight newborns living in a disadvantageous socioeconomic environment at school age. METHODS: This cross-sectional study included children aged 6-7 from a historical birth cohort of preterm (gestational age <37 weeks and low birth weight (<2,500 g infants. The Wechsler Intelligence Scale for Children III (WISC-III was administered by a psychologist while the parents completed the Child Behavior Checklist. The results were compared to the test's reference. The perinatal information and follow-up data were collected from the hospital files. The demographic data were collected from the parents. The current performance was compared with the results from the Denver II and Bayley II tests, which were administered during the first years of life. RESULTS: The total intelligence quotient varied from 70 to 140 (mean 98.7±15.8. The borderline intelligence quotient was observed in 9.3% of the children. The Child Behavior Checklist indicated a predominance of social competence problems (27.8%, CI 19.2 to 37.9 compared with behavioral problems (15.5%, CI 8.9 to 24.2. Both the Child Behavior Checklist domains, such as schooling, social and attention problems, and the cognitive scores were significantly associated with maternal education and family income. The results of the Denver and Bayley tests were associated with the cognitive performance (p<0.001 and the Child Behavior Checklist social profile, including aggressive and externalizing behavior (p<0.001. CONCLUSIONS: Our data suggest that even low-risk preterm newborns are at risk for developing disturbances in early school age, such as mild cognitive deficits and behavioral disorders. This risk might increase under unfavorable socioeconomic conditions.

Television viewing through ages 2-5 years and bullying involvement in early elementary school.

Science.gov (United States)

Verlinden, Marina; Tiemeier, Henning; Veenstra, René; Mieloo, Cathelijne L; Jansen, Wilma; Jaddoe, Vincent W V; Raat, Hein; Hofman, Albert; Verhulst, Frank C; Jansen, Pauline W

2014-02-12

High television exposure time at young age has been described as a potential risk factor for developing behavioral problems. However, less is known about the effects of preschool television on subsequent bullying involvement. We examined the association between television viewing time through ages 2-5 and bullying involvement in the first grades of elementary school. We hypothesized that high television exposure increases the risk of bullying involvement. TV viewing time was assessed repeatedly in early childhood using parental report. To combine these repeated assessments we used latent class analysis. Four exposure classes were identified and labeled "low", "mid-low", "mid-high" and "high". Bullying involvement was assessed by teacher questionnaire (n=3423, mean age 6.8 years). Additionally, peer/self-report of bullying involvement was obtained using a peer nomination procedure (n=1176, mean age 7.6 years). We examined child risk of being a bully, victim or a bully-victim (compared to being uninvolved in bullying). High television exposure class was associated with elevated risks of bullying and victimization. Also, in both teacher- and child-reported data, children in the high television exposure class were more likely to be a bully-victim (OR=2.11, 95% CI: 1.42-3.13 and OR=3.68, 95% CI: 1.75-7.74 respectively). However, all univariate effect estimates attenuated and were no longer statistically significant once adjusted for maternal and child covariates. The association between television viewing time through ages 2-5 and bullying involvement in early elementary school is confounded by maternal and child socio-demographic characteristics.

Child Labour or School Attendance? Evidence from Zambia

DEFF Research Database (Denmark)

Jensen, Peter; Nielsen, Helena Skyt

1996-01-01

In this paper, we investigate what affects school attendance and child labour in an LDC, using data for Zambia. Since the data come from a household survey with information on all household members, it allows us to take account of unobserved household effects by introducing household specific...... effects in a logit model. The empirical analysis suggests that both economic and sociological variables are important determinants for the choice between school attendance and child labour. In particular, we find some support for the hypothesis that poverty forces households to keep their children away...

School Quality, Child Wellbeing and Parents' Satisfaction

Science.gov (United States)

Gibbons, Stephen; Silva, Olmo

2011-01-01

Child wellbeing at school and enjoyment of the learning environment are important economic outcomes, in particular because a growing body of research shows they are strongly linked to later educational attainments and labour market success. However, the standard working assumption in the economics of education is that parents choose schools on the…

Lung function and functional capacity in school age children

Directory of Open Access Journals (Sweden)

Fabiana S da Silva Dias de Andrade

Full Text Available Abstract Introduction: Six-minute walk test (TC6’ and peak expiratory flow (PEF can be influenced by variables like gender, age and body mass index (BMI. In the school context, these tests can identify losses caused by sedentary habits and/or manifestation of overweight/obesity. Nevertheless, although widely studied in the adult context, they have not been properly clarified in the child public. Objective: To assess the PEF and TC6’ between students in the public and private network and to correlate them with factors like age, gender and BMI. Methods: 39 male and female children between eight and ten years of age were selected for the study. The TC6’ was held at a sports court. The child was instructed to walk at maximum speed for six minutes and the PEF test took place in accordance to the recommendations by Pereira et al (1. Results: No significant correlation was found between the BMI and the PEF and TC6’ scores. No significant correlation was found between sex and PEF, with measures within normal parameters for the entire sample. The EPF measures did not influence the distance walked in the TC6’. A significant correlation was found between sex and distance walked in the TC6’ only among male children attending public schools. Conclusion: Both sex and BMI did not influence the PEF measures which, in turn, does not seem to have influenced the distance the sample walked in the TC6’. Also concerning the TC6’, only the children from public school reached the normal scores proposed in the literature.

Strategies for addressing bullying with the school-age child who stutters.

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Murphy, William P; Quesal, Robert W

2002-08-01

This article outlines basic principles for helping school-age children who stutter to deal with bullying. Bullying may affect children's school performance and feelings of self-worth and lead to depression and feelings of helplessness and loneliness. Bullying can also exacerbate stuttering behavior, increase negative emotions and negative thoughts, and reduce therapy progress. A variety of techniques can be implemented as part of the overall treatment process to help children deal with bullying. These techniques can improve children's overall success in treatment by helping them develop socially appropriate responses to bullying, reduce or prevent negative emotion that may result from stuttering, and feel more comfortable in applying speech management skills learned in treatment.

Parental age and child growth and development: child health check-up data.

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Iwayama, Mariko; Kira, Ryutaro; Kinukawa, Naoko; Sakai, Yasunari; Torisu, Hiroyuki; Sanefuji, Masafumi; Ishizaki, Yoshito; Nose, Yoshiaki; Matsumoto, Toshimichi; Hara, Toshiro

2011-10-01

The aim of the present study was to determine whether parental age has any influence on child health. Well-baby check-up data at 1 month and at 12 months of age were used. The trends of parental age in association with growth measurements, incidence of physical and developmental abnormalities, occurrence of low birthweight, and maternal history of spontaneous abortion were analyzed. Associations between increasing paternal age and incidence of psychomotor developmental delay at 12 months, increasing paternal and maternal age and increasing birthweight, and increasing parental age and higher incidence of history of spontaneous abortion were found. The incidence of low-birthweight infants was significantly decreased with increasing paternal age. Not only increasing maternal age but also increasing paternal age have influences on child development and growth in the general population. © 2011 The Authors. Pediatrics International © 2011 Japan Pediatric Society.

Factors of Social Adjustment to School: Child's Personality, Family and Pre-School

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Zupancic, Maja; Kavcic, Tina

2011-01-01

The role of child's characteristics (gender, cognitive ability, mother-perceived personality traits), family environment (maternal education, self-reported parenting practices) and pre-school experience (at least three years vs. no experience) in social adjustment to school, reflected through teacher reports on social competence and internalising…

Idiosyncratic Shocks, Child Labor and School Attendance in Indonesia

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Kharisma, Bayu

2017-01-01

This paper investigates the effect of various idiosyncratic shocks against child labor, child labor hour and school attendance. Also, the role of the assets held by households as one of the coping strategies to mitigate the effects of shocks. The results show that various idiosyncratic shocks that encourage child labor is generally caused by crop…

Child overweight, associated psychopathology, and social functioning: a French school-based survey in 6- to 11-year-old children.

Science.gov (United States)

Pitrou, Isabelle; Shojaei, Taraneh; Wazana, Ashley; Gilbert, Fabien; Kovess-Masféty, Viviane

2010-04-01

The aim of this study was to estimate the prevalence of child overweight in a regional sample of primary school-aged children, and to examine the relationships among child overweight, psychopathology, and social functioning. A cross-sectional survey was conducted in 2004 in 100 primary schools of a large French region, with 2,341 children aged 6-11 randomly selected. Child weight and height, lifestyle variables (leisure-time physical activity (LTPA), watching television (TV), playing video games), and socioeconomic characteristics were collected in parent-administered questionnaires. Child psychopathology outcomes were assessed using child- and parent-reported instruments (Dominic Interactive (DI) and Strengths and Difficulties Questionnaire (SDQ)). Overweight and obesity were estimated according to the International Obesity Task Force (IOTF) definition. Response rates to the parent questionnaire and DI were 57.4 and 95.1%, respectively. Final sample size was 1,030 children. According to the IOTF, 17.3% of the children were overweight, of whom 3.3% were obese. In univariate analysis, correlates of overweight were low parental education, low monthly income, Disadvantaged School Areas (DSAs), self-reported generalized anxiety, parent-reported conduct disorders, emotional problems, and peer difficulties. High monthly income was less frequently associated with overweight. In multivariate analysis, parent-reported peer difficulties (odds ratio (OR) = 2.06; 95% confidence interval = 1.27-3.35) and DSAs (1.88; 1.03-3.44) were independent factors significantly associated with child overweight. There was a trend of being overweight with elevated TV times (P for trend = 0.02). The psychosocial burden of excess weight appears to be significant even in young children. Findings should be considered for preventing strategies and public health interventions. School-based overweight prevention programs should be implemented first in disadvantaged areas together with information

Compulsory Schooling, Child Study, Clinical Psychology, and Special Education: Origins of School Psychology.

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Fagan, Thomas K.

1992-01-01

Discusses the history of school psychology, emphasizing the work of L. Witmer (1897, 1907, 1910, 1922) and G. S. Hall (1911, 1923). Providing psychological services in the schools is among the earliest instances of applied psychology. School psychology was one of many child-saving services originating from 1890 to 1920. (SLD)

Implications of advancing paternal age: does it affect offspring school performance?

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Anna C Svensson

Full Text Available Average paternal age is increasing in many high income countries, but the implications of this demographic shift for child health and welfare are poorly understood. There is equivocal evidence that children of older fathers are at increased risk of neurodevelopmental disorders and reduced IQ. We therefore report here on the relationship between paternal age and a composite indicator of scholastic achievement during adolescence, i.e. compulsory school leaving grades, among recent birth cohorts in Stockholm County where delayed paternity is notably common. We performed a record-linkage study comprising all individuals in Stockholm County who finished 9 years of compulsory school from 2000 through 2007 (n = 155,875. Data on school leaving grades and parental characteristics were retrieved from administrative and health service registers and analyzed using multiple linear regression. Advancing paternal age at birth was not associated with a decrease in school leaving grades in adolescent offspring. After adjustment for year of graduation, maternal age and parental education, country of birth and parental mental health service use, offspring of fathers aged 50 years or older had on average 0.3 (95% CI -3.8, 4.4 points higher grades than those of fathers aged 30-34 years. In conclusion, advancing paternal age is not associated with poorer school performance in adolescence. Adverse effects of delayed paternity on offspring cognitive function, if any, may be counterbalanced by other potential advantages for children born to older fathers.

Evidence for a relationship between child maltreatment and absenteeism among high-school students in Sweden.

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Hagborg, Johan Melander; Berglund, Kristina; Fahlke, Claudia

2018-01-01

School absenteeism is a potent predictor of academic failure. Maltreated adolescents have been found to be more absent from school compared to their peers. However, it is scarcely studied in what degree a general population of students with high levels of school absenteeism has been exposed to child maltreatment. Furthermore, it is not known if maltreated school-absentees have specific characteristics compared to not-maltreated absentees. In this article, the first objective was to present and compare the prevalence of six types of child maltreatment in a general population of high school students reporting no, moderate or excessive absenteeism. The second objective was to compare maltreated and not-maltreated students who report absenteeism in respect to mental health, perceived school environment and peer victimization in school. Data from 667 girls and 649 boys (mean age 14.3) was used from the longitudinal multidisciplinary research program LoRDIA (Longitudinal Research on Development In Adolescence). Data was collected via self-report questionnaires in classroom settings. All six types of child maltreatment were overrepresented among absentees. Roughly 25% of absentees reported one subtype of maltreatment (16% in the total population) and a mean of 22% of absentees reported two or more types of maltreatment (11% in the total population). Maltreated absentees reported more mental health problems, personal harassment and worse relationship with their teachers than not-maltreated absentees. There might be specific correlates of school absenteeism among maltreated adolescents and professionals involved in preventing school-absenteeism should be made aware of the relationship between maltreatment and absenteeism. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Efficacy of a Latino mother-child communication intervention in elementary schools.

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McNaughton, Diane B; Cowell, Julia Muennich; Fogg, Louis

2015-04-01

Children of Latino immigrants in the United States encounter ecological stressors that heighten their risk for depressive symptoms, externalizing behavior, and problems in school. Studies have shown that affirming parent-child communication is protective of child depressive symptoms and accompanying problems. The purpose of this study was to assess the efficacy of an adapted mother-child communication intervention for Latino immigrant mothers and their fourth- to sixth-grade children delivered after school. The intervention, Family Communication ("Comunicación Familiar"), was delivered at children's elementary schools in six sessions lasting 2 hr each. Significant improvements were found in children's reports of problem-solving communication, with their mother and mothers' reports of reduced family conflict. Strengths of the intervention are improved mother-child communication, acquisition of communication skills that can transfer to relationships within the classroom, and a design that allows delivery by nurses or other professional members of the school support team. © The Author(s) 2014.

Lessons Learned from the Whole Child and Coordinated School Health Approaches

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Rasberry, Catherine N.; Slade, Sean; Lohrmann, David K.; Valois, Robert F.

2015-01-01

Background: The new Whole School, Whole Community, Whole Child (WSCC) model, designed to depict links between health and learning, is founded on concepts of coordinated school health (CSH) and a whole child approach to education. Methods: The existing literature, including scientific articles and key publications from national agencies and…

Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children.

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Treyvaud, Karli; Doyle, Lex W; Lee, Katherine J; Ure, Alexandra; Inder, Terrie E; Hunt, Rod W; Anderson, Peter J

2016-07-01

Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Participants were 147 children born parent-child interaction was assessed, and at 7 years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Higher levels of parent-child synchrony, and parent facilitation, sensitivity and positive affect at 2 years were associated with better child outcomes at 7 years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants. © 2015 Association for Child and Adolescent Mental Health.

The Development of Associate Learning in School Age Children

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Harel, Brian T.; Pietrzak, Robert H.; Snyder, Peter J.; Thomas, Elizabeth; Mayes, Linda C.; Maruff, Paul

2014-01-01

Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes. PMID:25014755

The development of associate learning in school age children.

Directory of Open Access Journals (Sweden)

Brian T Harel

Full Text Available Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes.

Relationships between Early Child Factors and School Readiness Skills in Young Children with Hearing Loss

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Harrington, Marjorie; DesJardin, Jean L.; Shea, Lynn C.

2010-01-01

The goal of this longitudinal study is to examine the relationships between early child factors (i.e., age at identification, enrollment in early intervention, oral language skills) and school readiness skills (i.e., conceptual knowledge) in a group of young children with hearing loss (HL). Standardized language, cognition, and conceptual…

Television viewing through ages 2-5 years and bullying involvement in early elementary school

Science.gov (United States)

2014-01-01

Background High television exposure time at young age has been described as a potential risk factor for developing behavioral problems. However, less is known about the effects of preschool television on subsequent bullying involvement. We examined the association between television viewing time through ages 2-5 and bullying involvement in the first grades of elementary school. We hypothesized that high television exposure increases the risk of bullying involvement. Method TV viewing time was assessed repeatedly in early childhood using parental report. To combine these repeated assessments we used latent class analysis. Four exposure classes were identified and labeled “low”, “mid-low”, “mid-high” and “high”. Bullying involvement was assessed by teacher questionnaire (n = 3423, mean age 6.8 years). Additionally, peer/self-report of bullying involvement was obtained using a peer nomination procedure (n = 1176, mean age 7.6 years). We examined child risk of being a bully, victim or a bully-victim (compared to being uninvolved in bullying). Results High television exposure class was associated with elevated risks of bullying and victimization. Also, in both teacher- and child-reported data, children in the high television exposure class were more likely to be a bully-victim (OR = 2.11, 95% CI: 1.42-3.13 and OR = 3.68, 95% CI: 1.75-7.74 respectively). However, all univariate effect estimates attenuated and were no longer statistically significant once adjusted for maternal and child covariates. Conclusions The association between television viewing time through ages 2-5 and bullying involvement in early elementary school is confounded by maternal and child socio-demographic characteristics. PMID:24520886

Early nutrition transition in Haiti: linking food purchasing and availability to overweight status in school-aged children.

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Morshed, Alexandra B; Becker, Haley V; Delnatus, Jacques Raymond; Wolff, Patricia B; Iannotti, Lora L

2016-12-01

The primary aim was to examine the association of socio-economic factors and diet with overweight (including obesity) among school-aged children in Haiti. The secondary aim was to describe food availability and the physical activity built environment in participating schools. This cross-sectional study examined baseline data from the intervention Mamba study assessing the effectiveness of a fortified peanut butter paste in school-aged children. Logistic regression modelling was used to test hypothesized factors in association with overweight status. Six primary schools in Cap-Haitien, the second largest city in Haiti. Children (n 968) aged 3-13 years, in good health and enrolled in a participating school for the 2012/13 school year. Child age (adjusted OR (AOR); 95 % CI=0·25; 0·12, 0·56), child age squared (1·08; 1·03, 1·13), always purchasing food at school (3·52; 1·12, 11·08), mother's BMI (1·10; 1·04, 1·16) and household ownership of a bicycle (0·28; 0·11, 0·71) were significantly associated with overweight (likelihood ratio=36, Poverweight children in the binary analysis (P=0·033) and improved the fit of the model. Schools had limited time and space for physical activity and foods sold by vendors were predominantly high in sugar or fat. To our knowledge the present study is the first to examine the covariates of childhood overweight or describe school food availability and physical activity built environments in Haiti. Further research is necessary to identify intervention targets and feasible, cost-effective approaches for prevention of obesity in Haiti children.

Mentally-Retarded Children of a Pre-School Age and the Development of Movement Skills

OpenAIRE

Morávková, Šárka

2006-01-01

The diploma work covers the issues of children with mental retardation in pre-school age aimed to the development of the movement abilities. It focuses on the relationships between the pre-school child with mental retardation and possibilities of developing its motor skills in context of an organized pre-school education. Theoretical part of the Diploma work indicates the development specifics of the indi- vidual due to mental retardation, describes mainly the movement development of the chil...

Parent and Child Education Program.

Science.gov (United States)

Townley, Kim F.; And Others

The Parent and Child Education Program (PACE) is a pilot program, developed in Kentucky, to provide adult, early childhood and parent education. PACE targets families that have one or both parents without a high school diploma or equivalency certificate and one child three or four years of age. Parents and children ride the bus to school together,…

Child Rights and Quality Education: Child-Friendly Schools in Central and Eastern Europe (CEE)

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Clair, Nancy; Miske, Shirley; Patel, Deepa

2012-01-01

Since the breakup of the Soviet Union and former Yugoslavia, Central and Eastern European (CEE) countries have engaged in education reforms based on international frameworks. One of these, the Child-Friendly Schools (CFS) approach, is distinctively grounded in the Convention on the Rights of the Child (CRC). CFS standards are comprehensive,…

Child Maltreatment among School Children in the Kurdistan Province, Iran

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Stephenson, Rob; Sheikhattari, Payam; Assasi, Nazilla; Eftekhar, Hassan; Zamani, Qasem; Maleki, Bahram; Kiabayan, Hamid

2006-01-01

Objective: This study examines the determinants of three types of child maltreatment: physical maltreatment, mental maltreatment, and child neglect among school children in the Kurdistan Province of Iran. The analysis examines the impact of socioeconomic, familial, demographic, and household dynamic factors on the three child maltreatment…

Area deprivation and child psychosocial problems - A national cross-sectional study among school-aged children

NARCIS (Netherlands)

Reijneveld, SA; Brugman, E; Verhulst, FC; Verloove-Vanhorick, SP

Background We examined the association of area deprivation with the occurrence of psychosocial problems among children aged 4-16 in a representative national sample of children based on standardised measures of parent-reported problems and diagnoses made by doctors and nurses working in child

Effect of child marriage on girls' school dropout in Nepal: Analysis of data from the Multiple Indicator Cluster Survey 2014.

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Kazutaka Sekine

Full Text Available School dropout and child marriage are interrelated outcomes that have an enormous impact on adolescent girls. However, the literature reveals gaps in the empirical evidence on the link between child marriage and the dropout of girls from school. This study identifies the 'tipping point' school grades in Nepal when the risk of dropout due to marriage is highest, measures the effect of child marriage on girls' school dropout rates, and assesses associated risk factors. Weighted percentages were calculated to examine the grades at highest risk and the distribution of reasons for discontinuing school. Using the Nepal Multiple Indicator Cluster Survey (MICS 2014 data, we estimated the effect of marriage on school attendance and dropout among girls aged 15-17 by constructing logistic regression models. A multivariate logistic regression model was used to assess risk factors of school dropout due to child marriage. It was found that early marriage is the most common reason given for leaving school. Overall, the risk of school dropout due to marriage heightens after girls complete the fifth or sixth grade. The risk of girls' dropping out peaks in the seventh and eighth grades and remains noteworthy in the ninth and tenth grades. Married girls in Nepal are 10 times more likely to drop out than their unmarried peers. Little or no education of the household head, belonging to the Kirat religion, and membership of a traditionally disadvantaged social class each elevate the risk of school dropout due to early marriage. The findings underscore the need to delay girl's marriage so as to reduce girls' school dropout in Nepal. School-based programmes aimed at preventing child marriage should target girls from the fifth grade because they are at increased risk of dropping out, as well as prioritizing girls from disadvantaged groups.

Joint-Attention and the Social Phenotype of School-Aged Children with ASD

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Mundy, Peter; Novotny, Stephanie; Swain-Lerro, Lindsey; McIntyre, Nancy; Zajic, Matt; Oswald, Tasha

2017-01-01

The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, "Journal of Child Psychology and Psychiatry" 53(5):490-509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two…

Child and Family Factors Associated With Child Maltreatment in Vietnam

OpenAIRE

Tran, N.K. (Nhu K.); van Berkel, S.R. (Sheila R.); IJzendoorn, Rien; Alink, Lenneke R.A.

2018-01-01

textabstractThis study aims to explore possible risk factors for child maltreatment in Vietnam by investigating the association of child and family factors with different types of child maltreatment (i.e., sexual abuse, physical abuse, emotional abuse, witnessing parental conflict, and neglect) and the occurrence of multiple types of child maltreatment. Cross-sectional data of 1,851 secondary and high school students aged 12 to 17 years (47.3% boys) in four provinces of Northern Vietnam were ...

Children's early child care and their mothers' later involvement with schools.

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Crosnoe, Robert; Augustine, Jennifer March; Huston, Aletha C

2012-01-01

Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Child allergic symptoms and well-being at school:Findings from ALSPAC, a UK cohort study

OpenAIRE

Teyhan, Alison; Galobardes, Bruna; Henderson, John

2015-01-01

Background Eczema and asthma are common conditions in childhood that can influence children’s mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years. Methods Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child we...

Early lexical development and risk of verbal and nonverbal cognitive delay at school age

NARCIS (Netherlands)

Ghassabian, A.; Rescorla, L.; Henrichs, J.; Jaddoe, V.W.; Verhulst, F.C.; Tiemeier, H.W.

2014-01-01

Aim To characterise the relationship between preschool lexical delay and language comprehension and nonverbal intelligence at school age. Methods The mothers of 2724 children completed the MacArthur Communicative Development Inventory when their child reached 1.5 years and the Language Development

Age-Specific Correlates of Child Growth

NARCIS (Netherlands)

M. Rieger (Matthias); S.K. Trommlerová (Sofia Karina)

2016-01-01

textabstractGrowth faltering describes a widespread phenomenon that height- and weight-for-age of children in developing countries collapse rapidly in the first two years of life. We study age-specific correlates of child nutrition using Demographic and Health Surveys from 56 developing countries to

If You Think Your Child Is Stuttering...

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... Employers Tweet If You Think Your Child Is Stuttering... Parents of Preschoolers Parents of School-Age Children ... Edward G. Conture, Vanderbilt University. Is Your Child Stuttering? If your child has difficulty speaking and tends ...

Well-child visits

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... Fluoride in diet Infant formulas Obesity in children Growth and development schedules: Infant -- newborn development Toddler development Preschooler development School-age child development Adolescent ...

How Going to School Affects the Family

DEFF Research Database (Denmark)

Landersø, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

in school starting age induced by date of birth, we find that the timing of these transitions affect parental outcomes. At child age seven, for example, being one year older at school start increases maternal employment with four percentage points. At child age 15, similarly, being one year older at school...

The Impact of Child Labor on Schooling Outcomes in Nicaragua

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Zabaleta, Mariela Buonomo

2011-01-01

Child labor is considered a key obstacle to reaching the international commitments of Education For All. However, the empirical evidence on the effects of child labor on educational attainments is mostly limited to static measurements. This paper assesses the consequences of child labor on schooling outcomes over time by employing a three-year…

Parental involvement in elementary school-aged child’s creativity

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Suparmi; Suardiman, S. P.; Kumara, A.

2018-01-01

This study aims at describing the parental involvement in cultivating elementary school-aged child’s creativity. The qualitative research was designed with multidisciplinary study approach. Eight students and some parents from public elementary schools of Ngawen 4th of Gunungkidul, Yogyakarta, and 4 students from an elementary school in Sleman, Yogyakarta were involved in the process of collecting the data. In-depth interview, observation, and documentation were used simultaneously to collect the data. The results showed that: 1) the subject had a level of intelligence quotient; the intelligence of verbal creativity above the average level, and creative behaviour on average, 2) interaction of parents and child-related discussions, experiences, and plans, academic problems in school were needed to boost the students’ creativity, 3) interactions of parents and school-related participations in school were also encouraged to implant students’ social awareness, 4) interaction among parents communicated each other to have a better result of academic awareness, and 5) Parents should install family norms to cultivate children’s intelligence quotient.

Whole School, Whole Community, Whole Child: Implications for 21st Century School Nurses. Position Statement

Science.gov (United States)

Neumann, Linda; Combe, Laurie; Lambert, Patrice; Bartholomew, Kim; Morgan, Susan; Bobo, Nichole

2017-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) be knowledgeable about and participate in the implementation of Whole School, Whole Community, Whole Child (WSCC) approach in the educational setting (ASCD & Centers for Disease Control…

Management strategies of mothers of school-age children with autism: implications for practice.

Science.gov (United States)

Joosten, Annette V; Safe, Anneleise P

2014-08-01

Mothering children with autism results in mothers spending more time on daily tasks as well as managing the disorder. The need for mothers to self-manage often increases when the child is school aged. Mothers develop strategies, and occupational therapists and other health professional rely on or expect mothers to be involved in meeting the extra needs of their children with autism and other family members. Little is known about the strategies adopted by the mothers. The aim of this study was to explore the strategies mothers used to manage their roles and emotions, and their child's behaviours. In-depth individual interviews were conducted with seven mothers and data were analysed in this qualitative study using phenomenological analysis. Findings revealed that the mothers had adopted strategies to manage their roles, their emotions and their child's behaviour. However, the strategies were often shaped by the expectations of others or circumstances beyond their control and at times added further to their stress. Mothers of children with autism developed strategies to self-manage their lives and their child's disorder. However, even when these strategies were effective, they sometimes placed further stress on the mothers. The mothers provided insights to how they coped but need help to consider the support they require and therapists need to consider the pressures of expecting mothers to self-manage their child's disorder, their own lives and their family. Family-centred practice emphasising collaboration with mothers needs to be maintained with school-aged children. © 2014 Occupational Therapy Australia.

Handwriting performance of preterm children at school age: a literature review

Directory of Open Access Journals (Sweden)

Julie Souza de Medeiros Rocha

2015-03-01

Full Text Available Introduction: At school age, handwriting is on of the most important tasks among the fine motor activities. Good handwriting performance contributes to the child´s school performance. As prematurity impacts on motor development, it may influence handwriting. Objective: To review the specific literature and investigate whether there are differences in handwriting performance at school age between children born preterm and full term. Method: A search was performed in the Capes electronic database, in English and Portuguese, comprising the time period between January 2000 and June 2012. Articles were selected according to the inclusion criteria; the sample, objectives, instruments utilized and outcomes were analyzed. Results: Six articles were included in the study. Data analysis indicates that children born prematurely present poorer handwriting performance and a handicap in the underlying handwriting mechanisms when compared with full term infants. Conclusion: Preterm children without obvious neurological impairment are at increased risk for problems in handwriting development at school age. The small number of recent studies on this topic indicates a need for further research, as well as the development of standardized resources for the motor and handwriting assessment of Brazilian children.

Prevalence of urinary incontinence and lower urinary tract symptoms in school-age children.

Science.gov (United States)

Akil, Ipek Ozunan; Ozmen, Dilek; Cetinkaya, Aynur Cakmakci

2014-07-08

To investigate the prevalence of lower urinary tract symptoms (LUTS) and urinary incontinence (UI) in elementary school aged children in Manisa. Dysfunctional Voiding and Incontinence Scoring System (DVIS) which was developed in Turkey is used. A total of 416 children, 216 (51.9%) male and 200 (48.1%) female were recruited in this study. Mean age of children was 10.35 ± 2.44 years (median10 years). Daytime UI frequency was 6.7% (28 child), nocturnal incontinence 16.6% (69 child) and combined daytime and nocturnal incontinence 4.1% (17 child). There was no statistically significant difference in the prevalence of nocturnal and or daytime UI between male and female gender. Mean DVIS score was 2.65 ± 3.95 and gender did not affect total DVIS points. The mean ages of achieving daytime bowel and bladder control were all significantly correlated with DVIS points. DVIS points were positively correlated with the history of UI of the family. Total points were increased when the father was unemployed. UI negatively influences health related quality of life of the family and child, so it is important that awareness of the UI and symptoms of lower urinary tract dysfunction.

Teen responses when a younger school-age sibling has been bullied

Science.gov (United States)

Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole

2015-01-01

The prevalence of bullying among children, and the sometimes tragic consequences as a result, has become a major concern in schools. The larger research for this study reported on in-depth interviews with 28 elementary and middle school-age boys and girls (7–12 years) who had experienced various forms of bullying and relational aggression by their peers, mostly on school grounds, and the responses of their parents and teachers. Responses of the children's teen siblings to the younger child's revelations of being bullied are the focus of this report. In-depth interviews with each teen sibling (n = 28) and with each bullied child revealed how the children viewed the teen siblings' supportive strategies. Almost all the children (89%) reported that their older siblings talked with them and offered advice. The teen siblings shared with the younger ones that they too (71%) had been bullied, or they knew someone who had been bullied (18%). Teens gave the advice to ‘bully back’ to 11% and advice to ‘tell someone’ to 32% of the younger children. The children felt quite positive about their older siblings' advice (89%), which did differ depending on the bullied child's gender. Teen siblings gave advice to ‘avoid bullies’ to 77% of female and to 27% of male younger children. PMID:25931644

Child Maltreatment Identification and Reporting Behavior of School Psychologists

Science.gov (United States)

Lusk, Victoria L.; Zibulsky, Jamie; Viezel, Kathleen

2015-01-01

A majority of substantiated maltreatment reports are made by educators and thus, teacher knowledge of child maltreatment reporting mandates and reporting behavior has been a focus of research. The knowledge and behavior of school psychologists, however, has not received similar attention. This study investigated the child maltreatment reporting…

Child Sustained Attention in Preschool-Age Children

Science.gov (United States)

DiCarlo, Cynthia F.; Baumgartner, Jennifer J.; Ota, Carrie; Geary, Kelly

2016-01-01

This study examined the mean duration of child attention across three teaching conditions (child choice, adult choice, or adult presentation) of 63 preschool-age children. A repeated-measures ANOVA was used to compare the means across the three teaching conditions, indicating a statistically significant difference between the teaching conditions.…

Teacher-Child Relationships and the Development of Academic and Behavioral Skills during Elementary School: A within- and between-Child Analysis

Science.gov (United States)

Maldonado-Carreno, Carolina; Votruba-Drzal, Elizabeth

2011-01-01

Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and…

METHODS AND TECHNIQUES OF TEACHING CHILDREN OF PRE-SCHOOL AGE THE SPORTS DANCE

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VARNACOVA ELEONORA

2016-12-01

Full Text Available The article exposes some conclusions about the influence of the sports dance on the multilateral development of a preschool child`s personality. The author presents methods and techniques used in the didactic activity of teaching-learning the sports dance in groups of children of under school age. At the same time, she outlines the methods of organizing systematically her classes and the fact that the teacher is free to choose the time when to deliver theoretical courses or have practical classes taking in consideration the children`s individual abilities.

Differential effects of young maternal age on child growth

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Soo Hyun Yu

2016-11-01

Full Text Available Background: The association of early maternal birthing age with smaller children has been widely observed. However, it is unclear if this is due to confounding by factors such as socioeconomic status, or the age at which child growth restriction first occurs. Objective: To examine the effect of early maternal birthing age on the first-born child's height-for-age in a sample of developing countries in Africa, Asia, and Latin America. Design: Cross-sectional data from Demographic Health Surveys from 18 countries were used, to select the first-born child of mothers aged 15–24 years and a range of potential confounding factors, including maternal height. Child length/height-for-age z-scores (HAZs was estimated in age bands of 0–11, 12–23, 24–35, 36–47, and 48–59 months; HAZ was first compared between maternal age groups of 15–17, 18–19, and 20–24 years. Results: 1 There were significant bivariate associations between low child HAZ and young maternal age (71 of 180 possible cases; at p<0.10, but the majority of these did not persist when controlling for confounders (41 cases, 23% of the 180. 2 For children <12 months, when controlling for confounders, three out of seven Asian countries showed a significant association between lower infant HAZ and low maternal age, as did six out of nine African countries (15–17 or 15–19 years vs. the older group. 3 The association (adjusted continued after 24 months in 12 of the 18 countries, in Africa, Asia, and Latin America. 4 The stunting differences for children between maternal age groups were around 9 percentage points (ppts in Asia, 14 ppts in Africa, and 10 ppts in Latin America. These data do not show whether this is due to, for example, socioeconomic factors that were not included, an emerging effect of intrauterine growth restriction, or the child feeding or caring behaviors of young mothers. The latter is considered to be the most likely. Conclusions: The effect of low maternal age

The nutritional status of school-aged children: why should we care?

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Best, Cora; Neufingerl, Nicole; van Geel, Laura; van den Briel, Tina; Osendarp, Saskia

2010-09-01

The nutritional status of school-aged children impacts their health, cognition, and subsequently their educational achievement. The school is an opportune setting to provide health and nutrition services to disadvantaged children. Yet, school-aged children are not commonly included in health and nutrition surveys. An up-to-date overview of their nutritional status across the world is not available. To provide a summary of the recent data on the nutritional status of school-aged children in developing countries and countries in transition and identify issues of public health concern. A review of literature published from 2002 to 2009 on the nutritional status of children aged 6 to 12 years from Latin America, Africa, Asia, and the Eastern Mediterranean region was performed. Eligible studies determined the prevalence of micronutrient deficiencies or child under- and overnutrition using biochemical markers and internationally accepted growth references. A total of 369 studies from 76 different countries were included. The available data indicate that the nutritional status of school-aged children in the reviewed regions is considerably inadequate. Underweight and thinness were most prominent in populations from South-East Asia and Africa, whereas in Latin America the prevalence of underweight or thinness was generally below 10%. More than half of the studies on anemia reported moderate (> 20%) or severe (> 40%) prevalence of anemia. Prevalences of 20% to 30% were commonly reported for deficiencies of iron, iodine, zinc, and vitamin A. The prevalence of overweight was highest in Latin American countries (20% to 35%). In Africa, Asia, and the Eastern Mediterranean, the prevalence of overweight was generally below 15%. The available data indicate that malnutrition is a public health issue in school-aged children in developing countries and countries in transition. However, the available data, especially data on micronutrient status, are limited. These findings emphasize

School food environment: Quality and advertisement frequency of child-oriented packaged products within walking distance of public schools.

Science.gov (United States)

Missbach, Benjamin; Pachschwöll, Caterina; Kuchling, Daniel; König, Jürgen

2017-06-01

Food marketing for children is a major concern for public health nutrition and many schools make efforts to increase healthy eating. Food environments surrounding schools in urban areas may undermine these efforts for healthy nutrition within school programs. Our study aim is to describe the nutrition environment within walking distance of schools in terms of food quality and food marketing and to explore the degree to which elements of the nutrition environment varies by proximity to schools. In a cross-sectional study, we analyzed the surrounding food environments of a convenience sample of 46 target schools within 950m walking distance in 7 different urban districts across Vienna, Austria. In total, we analyzed data from 67 fast food outlets and 54 supermarkets analyzing a total of 43.129 packaged snack food and beverage products, from which 85% were for adults and 15% of the products were child-oriented. Proximity to the schools did not affect the availability of child-oriented products and dedicated food advertisements for children. After applying nutrient profiling using the Nutrient Profiling Model (NPM) on child-oriented products, results showed that 15.8% of the packaged snack food were categorized as "healthy" foods and 84.2% as "less healthy"; for beverages 65.7% were categorized as "healthy" and 34.3% as "less healthy". In conclusion, our results show that child-oriented snacks are not more frequently advertised around schools but substantially lack in nutritional quality with the potential to undermine efforts for promoting healthy eating practices within schools.

School food environment: Quality and advertisement frequency of child-oriented packaged products within walking distance of public schools

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Benjamin Missbach

2017-06-01

Full Text Available Food marketing for children is a major concern for public health nutrition and many schools make efforts to increase healthy eating. Food environments surrounding schools in urban areas may undermine these efforts for healthy nutrition within school programs. Our study aim is to describe the nutrition environment within walking distance of schools in terms of food quality and food marketing and to explore the degree to which elements of the nutrition environment varies by proximity to schools. In a cross-sectional study, we analyzed the surrounding food environments of a convenience sample of 46 target schools within 950m walking distance in 7 different urban districts across Vienna, Austria. In total, we analyzed data from 67 fast food outlets and 54 supermarkets analyzing a total of 43.129 packaged snack food and beverage products, from which 85% were for adults and 15% of the products were child-oriented. Proximity to the schools did not affect the availability of child-oriented products and dedicated food advertisements for children. After applying nutrient profiling using the Nutrient Profiling Model (NPM on child-oriented products, results showed that 15.8% of the packaged snack food were categorized as “healthy” foods and 84.2% as “less healthy”; for beverages 65.7% were categorized as “healthy” and 34.3% as “less healthy”. In conclusion, our results show that child-oriented snacks are not more frequently advertised around schools but substantially lack in nutritional quality with the potential to undermine efforts for promoting healthy eating practices within schools.

Agreement between children aged 5-6 years and their mothers in rating child oral health-related quality of life.

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Abanto, Jenny; Tsakos, Georgios; Paiva, Saul Martins; Raggio, Daniela Prócida; Celiberti, Paula; Bönecker, Marcelo

2014-09-01

Studies have assessed parent-child agreement on ratings of school-aged children's OHRQoL. There are, however, no studies on children younger than 7 years of age. The aim was to assess the agreement between children aged 5-6 years and their mothers regarding child's oral health-related quality of life (OHRQoL). In this cross-sectional study, a total of 298 mother-child pairs (MCP), seeking the pediatric dental screening at the Dental School, University of São Paulo, completed the Brazilian version of the Scale of Oral Health Outcomes for 5-year-old children (SOHO-5), validated for children aged 5-6 years in Brazil. Agreement between total and items' scores was assessed using comparison and correlation analyses, by comparing the mean directional differences and by computing the intraclass correlation coefficient (ICC) values, respectively. The mean directional difference in the total scores was 0.13 (CI 95% -0.076; 0.338) and therefore not significant for MCP. The mean absolute difference for MCP was 1.26, representing 11% of the maximum possible score. The ICC for total score was 0.84 (CI 95% 0.798; 0.867) for MCP. Mothers do rate their young children's OHRQoL similarly to children's self-reports. When assessing OHRQoL of children aged 5-6 years, mothers may be reliable proxies for their young children. © 2013 BSPD, IAPD and John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Associations between postpartum depressive symptoms and childhood asthma diminish with child age.

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Kozyrskyj, A L; Letourneau, N L; Kang, L J; Salmani, M

2017-03-01

Affecting 19% of women, postpartum depression is a major concern to the immediate health of mothers and infants. In the long-term, it has been linked to the development of early-onset asthma at school entry, but only if the depression persists beyond the postnatal period. No studies have tested whether associations with postpartum depressive symptoms and early-onset asthma phenotypes persist into later school age. To determine associations between maternal postpartum depressive symptoms and childhood asthma between the ages of 5-10 by using a nested longitudinal design. Data were drawn from the 1994-2004 administrations of the Canadian National Longitudinal Survey of Children and Youth, which tracks the health of a nationally representative sample of children in Canada. Child asthma was diagnosed by a health professional, and maternal depressive symptoms were assessed by the Centre for Epidemiological Studies Depression scale. Analyses were conducted by using a multilevel modelling approach, in which longitudinal assessments of asthma in 1696 children were nested within the exposure of postpartum depression. Postpartum depressive symptoms had a 1.5-fold significant association with childhood asthma between the ages 6-8. This was independent of male sex, maternal asthma, non-immigrant status, low household socioeconomic status, being firstborn, low birthweight, low family functioning and urban-rural residence, of which the first 4 covariates elevated the risk of asthma. Statistical significance was lost at age 8 when maternal prenatal smoking replaced urban-rural residence as a covariate. At ages 9-10, an association was no longer evident. Women affected by postpartum depressive symptoms are concerned about long-term health effects of their illness on their infants. Although postpartum depressive symptoms were associated with school-age asthma at ages 6 and 7, this association diminished later. Both home and school life stress should be considered in future studies

10 Ways to Help Your Child Succeed in Middle School

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... and do better in school. You can help boost your child's attention span, concentration, and memory by ... interested in his or her education. Keep in mind, though, that while some middle school students like ...

Day-care attendance and child development

DEFF Research Database (Denmark)

Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

Earlier research suggests that children’s development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children’s cognitive and language development at the age of 15. The analysis is based on class...... performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark...... survey and a 2007 PISA Copenhagen survey. We use administrative registries to generate indicators such as child-staff ratios, child-pedagogues ratios, and the share of male staff and of staff with non-Danish origins. Furthermore, we use information on the average levels of educational attainments...

Home is for Caring, School is for Learning: Qualitative Data from Child Graduates of INSIGHTS.

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Yearwood, Edilma L; McClowry, Sandee

2008-11-01

TOPIC: Parent-Child Communication Behaviors PURPOSE: The goal of this naturalistic study was to learn more about the communication behaviors that exist between school-aged inner-city minority children who completed a temperament-based intervention study and the significant adults in their life. A paucity of information exists about the communication processes in this population therefore, this paper addresses this gap. METHOD: A grounded theory approach was used for data collection and analysis. Data were obtained from multiple sources including individual and group interviews of 36 first and second graders from three inner-city elementary schools, their parents and teachers. Data triangulation, member check and independent audit supported trustworthiness and credibility of findings. FINDINGS: Child communication behaviors involved being able to read the environment, respect others, do the right thing, and know how best to talk with others. Child findings were congruent with parent and teacher data and indicated that communication was driven by concerns for safety, community violence potential and embedded within strong cultural beliefs. CONCLUSIONS: Nurses are in a unique position to educate both parents and children about the importance of developing and maintaining positive communication behaviors with each other. Positive communication behaviors may serve as a protective factor in promoting child safety in inner-city minority children.

Waldorf Schools: A Child-Centered System.

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Ogletree, Earl J.

This paper presents an overview of the philosophy, psychology of learning, teaching methods, and curriculum of the Waldorf Schools. Most Waldorf teachers are influenced by the esoteric form of critical idealism propounded by Rudolf Steiner. The child is considered by Steiner to be a spiritual being who has reincarnated on to earth in a physical…

Persistent Associations between Maternal Prenatal Exposure to Phthalates on Child IQ at Age 7 Years.

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Pam Factor-Litvak

Full Text Available Prior research reports inverse associations between maternal prenatal urinary phthalate metabolite concentrations and mental and motor development in preschoolers. No study evaluated whether these associations persist into school age.In a follow up of 328 inner-city mothers and their children, we measured prenatal urinary metabolites of di-n-butyl phthalate (DnBP, butylbenzyl phthalate (BBzP, di-isobutyl phthalate (DiBP, di-2-ethylhexyl phthalate and diethyl phthalate in late pregnancy. The Wechsler Intelligence Scale for Children, 4th edition was administered at child age 7 years and evaluates four areas of cognitive function associated with overall intelligence quotient (IQ.Child full-scale IQ was inversely associated with prenatal urinary metabolite concentrations of DnBP and DiBP: b = -2.69 (95% confidence interval [CI] = -4.33, -1.05 and b = -2.69 (95% CI = -4.22, -1.16 per log unit increase. Among children of mothers with the highest versus lowest quartile DnBP and DiBP metabolite concentrations, IQ was 6.7 (95% CI = 1.9, 11.4 and 7.6 (95% CI = 3.2, 12.1 points lower, respectively. Associations were unchanged after control for cognition at age 3 years. Significant inverse associations were also seen between maternal prenatal metabolite concentrations of DnBP and DiBP and child processing speed, perceptual reasoning and working memory; DiBP and child verbal comprehension; and BBzP and child perceptual reasoning.Maternal prenatal urinary metabolite concentrations measured in late pregnancy of DnBP and DiBP are associated with deficits in children's intellectual development at age 7 years. Because phthalate exposures are ubiquitous and concentrations seen here within the range previously observed among general populations, results are of public health significance.

The impacts of health, education, family planning and electrification programs on fertility, mortality and child schooling in East Java, Indonesia.

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Wirakartakusumah, M D

1988-06-01

This paper examines the effects of public health, family planning, education, electrification, and water supply programs on fertility, child mortality, and school enrollment decisions of rural households in East Java, Indonesia. The theoretical model assumes that parents maximize a utility function, subject to 1) a budget constraint that equates income with expenditures on children (including schooling and health inputs), and 2) a production function that relates health inputs to child survival possibilities. Public programs affect prices of contraceptives, schooling and health inputs, and environmental conditions that in turn affect child survival. Data are taken from the 1980 East Java Population Survey, the Socio-economic Survey, and the Detailed Village Census. The final sample consists of 3170 rural households with married women of childbearing age. Ordinary least squares and logit regressions of recent fertility, child mortality, and school enrollment on program and household variables yielded the following findings. 1) The presence of maternal and child health clinics reduced fertility but not mortality. 2) The presence of public health centers strongly reduced mortality but not fertility. 3) The presence of contraceptive distribution centers had no effect on fertility. 4) School attendance rates were influenced positively by the availability of primary and secondary schools. 5) Health and family planning programs had no effects on schooling. 6) The availability of public latrines reduced fertility and mortality. 7) The water supply variable did not affect the dependent variables when ordinary least squares techniques were applied but had statistically significant impact when logit methods were used. 8) Electricity supply had little effect on the dependent variables. 9) The mother's schooling had a strong positive correlation with children's schooling but no effect on fertility or mortality. 10) Household expenditures were related positively to school

Child Care Subsidies and School Readiness in Kindergarten

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Johnson, Anna D; Martin, Anne; Brooks-Gunn, Jeanne

2013-01-01

The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. PMID:23461769

[Television publicity and food preferences of school age children of the metropolitan region].

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Olivares, S; Albala, C; García, F; Jofré, I

1999-07-01

There is an alarming increase in the prevalence of child obesity in Chile. Lack of exercise and bad feeding habits strongly strongly contribute to the problem. To investigate the influence of television publicity on school age children food preferences. A semi structured interview was applied to a representative sample of 786 school age children aged 6 to 11 years old, living in Metropolitan Santiago. Time watching television during week days and the attitude towards food and beverage commercials was analyzed and related to food preferences. Ninety nine percent of school age children watch television during week days and 20% watches more the three hours daily. Snack commercials such as those about potato chips, chocolates, cookies and ice cream, are preferred by 35% of children. Soda commercials are preferred by 33% and yoghurt commercials by 12%. Eighty five percent of children had money to buy food. Of these, 66% bought snacks, 15% bought sodas and 7% yoghurt. The same tendency was observed in school collations. The high percentage of children, watching television and the influence of commercials in their food preferences, requires an urgent educational strategy to promote healthy feeding habits.

Child Care Practices and Its Effects to School Performance

OpenAIRE

Alfred Raymund C. Panopio

2017-01-01

This scholarly work aimed to determine the child care practices that have the potential in honing a child with good school performance. The result of the study led to the formulation of a model that typifies the good child care practices. Since children are on the accepting side, it is the way parents raise a nd rear them that will influence what they will be in the near future. The participants were selected as they are included in the top p...

Prognosis and continuity of child mental health problems from preschool to primary school: results of a four-year longitudinal study.

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Beyer, Thomas; Postert, Christian; Müller, Jörg M; Furniss, Tilman

2012-08-01

In a four-year longitudinal study, changes in and continuity of behavioral and emotional problems were examined in 814 subjects from kindergarten to primary school. Mental health problems were assessed by means of the Child Behavior Checklist (CBCL). The distribution of the CBCL broadband groups revealed a high level of continuity of internalizing symptoms over the four-year period and a shift from externalizing symptoms at baseline towards a combination of internalizing and externalizing symptoms at follow-up. The presence of mental health problems at follow-up was correlated with gender (higher amongst boys), pre-existing mental health problems at baseline, and separation or divorce of the parents, but not with single-family status or the age and educational level of the mother. The increasing number of children with a combination of internalizing and externalizing symptoms demonstrates the increasing complexity of child mental health problems in the developmental span from preschool age to school age.

Principal Alert: A Child in Your School May Be Stolen.

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Greenleaf, Warren T.

1983-01-01

Chronicles the growing frequency of child abductions by divorced parents who are warring over child custody. Outlines the school's role in prevention of such kidnappings and how to recognize new students who are kidnap victims and help to return them to their rightful parents.

School Starting Age and the Crime-Age Profile

DEFF Research Database (Denmark)

Landersø, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

2017-01-01

This paper uses register-based data to investigate the effects of school starting age on crime. Through this, we provide insights into the determinants of crime-age profiles. We exploit that Danish children typically start first grade in the calendar year they turn seven, which gives rise...... to a discontinuity in school starting age for children born around New Year. Our analysis speaks against a simple invariant crime-age profile as is popular in criminology: we find that higher school starting age lowers the propensity to commit crime at young ages. We also find effects on the number of crimes...

The Effectiveness of a Brief Asthma Education Intervention for Child Care Providers and Primary School Teachers

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Neuharth-Pritchett, Stacey; Getch, Yvette Q.

2016-01-01

Limited information exists about management of asthma in child care settings and primary school classrooms. The goal of this study was to evaluate a brief asthma management intervention for child care providers and primary school teachers. Child care providers and primary school teachers were recruited to participate in two 3-h workshops on asthma…

Parental Investment in Children with Chronic Disease: The Effect of Child's and Mother's Age

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Sigal Tifferet

2007-10-01

Full Text Available Parents do not invest their resources in their children equally. Three factors which elicit differential parental investment are the parent's reproductive value, the child's reproductive value (RV, and the impact of the investment on the child (II. As the child matures, his RV increases while the II may decrease. This raises a question regarding the favored strategy of investment by child age. It was hypothesized that different categories of parental investment generate different age-based strategies. Emotional investment, such as maternal worrying for the child's health, was hypothesized to increase with the child's age, while direct care was hypothesized to decrease with the child's age. Both categories were hypothesized to increase with the mother's age at childbirth. 137 Israeli mothers of children with chronic neurological conditions reported levels of worrying for their child and levels of change in direct care. Maternal worrying about the child's health was positively associated with the child's age at diagnosis and the severity of his illness, and negatively associated with the time from diagnosis. An increase in direct care was positively associated with maternal age at childbirth and illness severity, and negatively associated with the time from diagnosis, and the duration of the marriage. Contrary to the hypothesis, the child's age had no effect on changes in direct care. It appears that in mothers of children with adverse neurological conditions, child and maternal age effect parental investment differently. While the child's age is related to maternal worrying about his health, the mother's age at childbirth is related to changes in direct care.

Cluster randomised controlled trial of 'whole school' child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe.

Science.gov (United States)

McElearney, Aisling; Brennan-Wilson, Aoibheann; Murphy, Christina; Stephenson, Phyllis; Bunting, Brendan

2018-05-03

Child maltreatment has a pervasive, detrimental impact on children's wellbeing. Despite a growing focus on prevention through school based education, few programmes adopt a whole- school approach, are multi-component, seek to address all forms of maltreatment, or indeed have been robustly evaluated. This paper describes a cluster randomised controlled trial designed to evaluate a school based child maltreatment prevention programme: 'Keeping Safe' in primary schools in Northern Ireland. The intervention has been designed by a non-profit agency. Programme resources include 63 lessons taught incrementally to children between four and 11 years old, and is premised on three core themes: healthy relationships, my body, and being safe. There are programme resources to engage parents and to build the capacity and skills of school staff. A cluster Randomised Controlled Trial (RCT) will be conducted with children in 80 schools over a two-year period. The unit of randomisation is the school. Schools will be allocated to intervention or wait-list control groups using a computer-generated list. Data will be collected at three time points: baseline, end of year one, and end of year two of programme implementation. Primary outcomes will include: children's understanding of key programme concepts, self-efficacy to keep safe in situations of maltreatment, anxiety arising from programme participation, and disclosure of maltreatment. Secondary outcomes include teachers' comfort and confidence in teaching the programme and parents' confidence in talking to their children about programme concepts. This RCT will address gaps in current practice and evidence regarding school based child maltreatment prevention programmes. This includes the use of a whole- school approach and multi-component programme that addresses all maltreatment concepts, a two-year period of programme implementation, and the tracking of outcomes for children, parents, and teachers. Methodologically, it will extend

School Proximity and Child Labor: Evidence from Rural Tanzania

Science.gov (United States)

Kondylis, Florence; Manacorda, Marco

2012-01-01

Is improved school accessibility an effective policy tool for reducing child labor in developing countries? We address this question using microdata from rural Tanzania and a regression strategy that attempts to control for nonrandom location of households around schools as well as classical and nonclassical measurement error in self-reported…

School Starting Age and the Crime-Age Profile

OpenAIRE

Landerso, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

2015-01-01

This paper uses register-based data to investigate the effects of school starting age on crime. Through this, we provide insights into the determinants of crime-age profiles. We exploit that Danish children typically start first grade in the calendar year they turn seven, which gives rise to a discontinuity in school starting age for children born around New Year. Our analysis speaks against a simple invariant crime-age profile as is popular in criminology: we find that higher school starting...

Research-Based Recommendations to Improve Child Nutrition in Schools and Out-of-School Time Programs. Research-to-Results Brief. Publication #2009-27

Science.gov (United States)

Wandner, Laura D.; Hair, Elizabeth

2009-01-01

This brief discusses aspects of healthy diets for children in elementary and middle school. It summarizes the current guidelines and recommendations for child nutrition and provides information for schools and out-of-school time programs about how to measure child nutrition. (Contains 27 endnotes.)

Mothers' and Fathers' Support for Child Autonomy and Early School Achievement

Science.gov (United States)

Developmental Psychology, 2008

2008-01-01

Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions…

Experiences of Domestic and School Violence Among Child and Adolescent Psychiatric Outpatients.

Science.gov (United States)

Völkl-Kernstock, Sabine; Huemer, Julia; Jandl-Jager, Elisabeth; Abensberg-Traun, Marihan; Marecek, Sonja; Pellegrini, Elisabeth; Plattner, Belinda; Skala, Katrin

2016-10-01

The experience of cumulative childhood adversities, such as exposure to domestic violence or abuse by caregivers, has been described as risk factor for poor mental health outcomes in adolescence and adulthood. We performed an investigation of experience of violence in all patients aged 6 to 20 years who had consulted the Department of Child and Adolescent Psychiatry, Medical University of Vienna, as outpatients during the period of one year. We were using the Childhood Trauma Interview (CTI) in order to obtain information on the kind of violence. Seventy-five percent of all patients had reported experiences of violence. These youth were significantly more often involved in acts of school violence, thus a significant correlation between experience of domestic violence and violence at school could be revealed. The results of our study emphasize the need for interventions preventing violence both in domestic and in school environments.

Health maintenance in school-aged children: Part II. Counseling recommendations.

Science.gov (United States)

Riley, Margaret; Locke, Amy B; Skye, Eric P

2011-03-15

School-aged children (kindergarten through early adolescence) are establishing patterns of behavior that may last a lifetime; therefore, it is important to counsel these patients about healthy lifestyle practices during well-child examinations. Children and families should be advised to eat a diet high in fruits, vegetables, whole grains, low-fat or nonfat dairy products, beans, fish, and lean meats, while limiting sugar, fast food, and highly processed foods. Children should engage in at least 60 minutes per day of moderate to vigorous physical activity, and screen time (e.g., television, computer, video games) should be limited to no more than one to two hours of quality programming daily. Most school-aged children require 11 hours of sleep per night. Decreased sleep is associated with behavioral issues, decreased concentration at school, and obesity. Children should brush their teeth twice per day with a toothpaste containing fluoride. Unintentional injury is the leading cause of death in this age group in the United States, and families should be counseled on traffic, water, sports, and firearm safety. Because high-risk behaviors may start in early adolescence, many experts recommend screening for tobacco, alcohol, and drug use beginning at 11 years of age. Sexually active adolescents should be counseled on protecting against sexually transmitted infections, and should be screened for these infections if indicated.

Our Families, Our Children: The Lesbian and Gay Child Care Task Force Report on Quality Child Care.

Science.gov (United States)

Dispenza, Mary

The Lesbian and Gay Child Care Task Force documented anecdotal evidence of homophobia in child care and school age communities, including: (1) refusal to accept children from lesbian, gay, bisexual, and transgender (LGBT) families into child care; (2) biased attitudes expressed to children when they speak about their families; and (3) demonstrated…

SUPPORT OF PSYCHO-PHYSICAL ACTIVITY OF A PRE-SCHOOL CHILD

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Radovan Čokorilo

2011-03-01

Full Text Available In this work are analyzed needs, ability and the ways of supporting psychophysical activity of a pre-school child. Primary child’s need for movement, which should be invented by play, boosts impulses for growth and development of the organism and is considered as a main condition of it’s psycho-physical development. In the way of physical development child should be encouraged on many different ways of movement: walking, running, jumping, but also crawling, climbing, throwing, catching… For the development of skill of detection optimal senses stimulation is good way, in point of making communication with nature and social surroundings. Thru play and practical activity it is possible to contribute to acceptable way of showing emotional condition of the child. Thinking and imagination at start are very dependable of emotions, and they develop also thru playing and practical activity. It is also possible to contribute a start of development of the main character line which are made from imitation and identification of child with parents and teachers. Functional contribution of psycho-physical activity of pre-school child is possible to achieve if, with skill and a lot of pedagogy talent, awards and compliment are given to child, and giving to them honor and promises

Behavior problems in middle childhood: the predictive role of maternal distress, child attachment, and mother-child interactions.

Science.gov (United States)

Dubois-Comtois, Karine; Moss, Ellen; Cyr, Chantal; Pascuzzo, Katherine

2013-11-01

The objective of the study was to examine the longitudinal relation between early school-age measures of maternal psychosocial distress, quality of mother-child interactions, and child attachment behavior, and behavior problem profiles in middle childhood using a multi-informant design. Participants were 243 French-speaking mother-child dyads (122 girls) who were part of an ongoing longitudinal project. Maternal psychosocial distress was assessed when children were between 4 and 6 years of age. Mother-child interactive quality and attachment patterns were observed at age 6 during a laboratory visit. At age 8.5, externalizing and internalizing problems were assessed using mother and child reports. Results show that maternal psychosocial distress predicted later social adaptation reported by the child through the mediation of mother-child interactions. Analyses also revealed that higher maternal psychosocial distress and controlling attachment patterns, either of the punitive or caregiving type, significantly predicted membership in both child internalizing and externalizing clinical problem groups. Lower mother-child interactive quality, male gender, and child ambivalent attachment were also predictors of externalizing clinical problems.

Past in the Present: The Way Parents Remember Their Own School Years Relates to the Way They Participate in Their Child's Schooling and Remember His/Her School Years

Science.gov (United States)

Raty, Hannu

2011-01-01

This study set out to explore the contribution of parents' own school memories to the way they remembered their child's school years and took part in his/her schooling. The respondents were a group of academically and vocationally educated fathers and mothers (N = 326), who participated in a full 9-year follow-up study of their child's schooling.…

Child Protection in Primary Schools: A Contradiction in Terms or a Potential Opportunity?

Science.gov (United States)

Buckley, Helen; McGarry, Kathryn

2011-01-01

This paper deals with the topic of child protection in Irish primary schools, and reports on a recently completed survey of newly qualified teachers' knowledge of and familiarity with their school's child protection policies and procedures. The study was undertaken by means of a questionnaire survey, and conducted with 103 teachers from different…

The quiet revolution. Child survival comes of age.

Science.gov (United States)

Bendahmane, D B

1994-01-01

Programs to reduce infant and child mortality have led to improvements in most countries of the world, developed and developing alike. These improvements can be seen graphically on maps produced by the USAID Child Survival Program which was launched in 1985 and which provided a "package" of health interventions that has led to a 10% mortality decline. These interventions have led to an increase in life expectancy in developing countries from 50 years in 1965 to over 60 years in 1986. Unfortunately, the children whose lives have been saved face a cruel paradox because their prospects for improving their lives are slim. They are the victims of deepening poverty, the stresses of urban life, and war and violence. In addition, the education which could allow them to escape their fate is largely denied to them. Although 90% of the children in developing countries enter school, an estimated 100 million drop out before grade 5. To make matters worse, most of the child survivors live in countries where the young age of the majority of the citizens is straining government resources. Even young people in the developed world are not immune from these problems; in the US, children are worse off than they were 25 years ago. While the struggle to increase child survival must continue, the world must also nurture the children who survive. The vicious cycle of population growth, poverty, and environmental degradation (PPE), which causes and is exacerbated by political and social instability, has been weakened by child survival programs which have reduced fertility rates. Education, especially of girls, also has a positive effect on the spiral. The effects of education, health and nutrition, and family planning programs can create a "virtuous" cycle which can increase gross domestic income and equity of income distribution (resulting in shared growth and "human capital accumulation"). Such initiatives as innovative community youth programs and new financing mechanisms can have a

Child's autism severity: effect on West Virginia caregiver satisfaction with school services.

Science.gov (United States)

Vohra, Rini; Madhavan, Suresh; Khanna, Rahul; Becker-Cottrill, Barbara

2014-01-01

Survey data was collected from 301 primary caregivers of children with autism registered at West Virginia Autism Training Center (WV ATC), to examine the impact of child's autism severity on caregiver satisfaction with school services. Satisfaction with six school services was measured via a 3-point Likert scale: speech-language therapy, occupational therapy, social skills training, physical therapy, behavioral interventions, and assistance in improving study skills. Ordinal logistic regressions showed that caregivers of children with high autism severity were less likely to be satisfied with school services, as compared to caregivers of children with low autism severity (OR's from 0.45 to 0.39). No significant differences existed in caregiver satisfaction with services between high and low autism severity groups, after addition of caregiver burden to the model. Findings suggest that child's autism severity is a significant predictor of caregiver satisfaction with school services, and should be considered during development of child's Individualized Education Program(IEP) and evaluation of caregiver satisfaction with the IEP.

Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

Directory of Open Access Journals (Sweden)

Andrew J. Barnes

2017-08-01

Full Text Available Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children (n = 86; mean age 10.5 living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.

Communal child-rearing: The role of nurses in school health.

Science.gov (United States)

Mulaudzi, Fhumulani M; Peu, Mmapheko D

2014-10-16

Child-rearing remains a concern within our communities, especially because families of today lack primary parents due to multifaceted challenges such as working mothers, diseases and violence. Health-promoting school initiatives are necessary because they allow a multifaceted approach to child-rearing. They further provide a conducive environment for continued schoolchild-rearing moving from home to school. This study promotes an integrated approach to school care using the African concept of Ubuntu - solidarity and sense of community - as a point of departure. The socio-ecological model was used, which includes the work of the school healthcare nurse in contributing to holistic health services. An integrative review was conducted in January 2013, which included methodology studies, a theory review and a variety of studies related to school health. The studies were categorised according to school health, Ubuntu and the socio-ecological model. The role of school healthcare nurses entails acting as a liaison officer between a variety of stakeholders who work together to shape the future of children. Ubuntu, together with the socio-ecological model, can assist us to involve an entire community to raise children. This knowledge serves as a background to the planning of a school health programme. The role of the nurse in school health can also assist in collaborative efforts to formulate the programme and develop the competencies that will inform school health nurse training curricula.

Self reported awareness of child maltreatment among school professionals in Saudi Arabia: impact of CRC ratification.

Science.gov (United States)

AlBuhairan, Fadia S; Inam, Sarah S; AlEissa, Majid A; Noor, Ismail K; Almuneef, Maha A

2011-12-01

The Convention on the Rights of the Child (CRC) was ratified by Saudi Arabia 15 years ago; yet addressing the issue of child maltreatment only began in more recent years. School professionals play a significant role in children's lives, as they spend a great deal of time with them and are hence essential to protecting and identifying those in danger or at risk. The objective of this study is to identify school professional's awareness of child maltreatment and the existing national policies and procedures to examine the extent of efforts made in Saudi Arabia and to activate the roles of schools and school professionals in protecting children from violence and implementation of Article 19 of the CRC. This was a cross-sectional study, where school professionals from randomly selected schools throughout the country were invited to participate in a self-administered questionnaire. A total of 3,777 school professionals participated in the study. Fifty-five percent of professionals had at least 10 years of work experience. A low-level of awareness of child maltreatment was found in about 1/3 of school professionals. Only 1.9% of school professionals had ever attended any sort of specific training on child maltreatment, though 69.3% of those who had not, were willing to attend future training. With regards to awareness of CRC Article 19 or policies and procedures addressing child maltreatment, only 22% reported being aware of it. The majority of school professionals in Saudi Arabia have a low-intermediate level of awareness of child maltreatment, ratification of CRC, and related national policies and procedures, yet most are willing to attend training programs on this subject matter. Efforts need to be made in the country to fill this gap. Copyright © 2011 Elsevier Ltd. All rights reserved.

[Physical abuse: the profile of aggressor and child victim

Science.gov (United States)

Pascolat, G; Santos, C de F; Campos, E C; Busato, D; Marinho, D H; Valdez, L C

2001-01-01

OBJECTIVE: To establish the profile of children who suffer abuse and of abuse perpetrators. METHODS: 225 cases of confirmed child-abuse in Curitiba, state of Paraná, were studied in 1998 based on information collected using a protocol. RESULTS: The following patterns were observed: 56% of the children were in school age; 59.6% were the first child of the couple; 84.4% were natural offspring; and 71.1% of the children had a satisfactory school record. Multiple injuries (38.2%) were found on the victimś bodies, mostly bruises (37.8%). The main aggressor was the mother (42.2%); 25.8% of them said that the reason for the violence was disciplining the child; 72% of the mothers denied the use of alcohol. CONCLUSION: Our results reveal that the children who are most affected by physical abuse are the first-borns of married couples, with age between 5 and 11 years; their schooling level is compatible with their age. Most violent acts are performed by the mother, who hits the child leaving bruises on several parts of the victimacute;s body, with the objective of educating, or setting limits to the child.

Maternal coping with the prospect of liver transplant among their school-age children.

Science.gov (United States)

Hiratsuka, Katsuhiro; Nakamura, Nobue; Sato, Naho

2017-06-01

The purpose of the current study was to describe the following: maternal coping with the prospect of becoming the living-donor liver transplant for their child; the daily lives of school-age children surviving biliary atresia with their native liver; and to explore the relationship between these individuals. Semistructured interviews were conducted with 6 school-age children surviving biliary atresia with their native liver and their mothers. The interviews were conducted from June to August 2014, and a qualitative content analysis was used. Results showed that mothers realized a possible need for transplantation in the future, which contributes to emotional and practical uncertainties. The mothers coexisted with this uncertainty and preferred to use a buffering strategy. In contrast, the children did not consider their illness and future and did not adhere to a therapeutic regimen. It is suggested that living with uncertainty about the health and survival of their children is advantageous for mothers. However, problems related to the psychosocial aspect and child's adherence may occur in the future. In addition, problem-solving coping strategies for mothers and the independence of chronically ill children with liver disease should be promoted. © 2017 John Wiley & Sons Australia, Ltd.

School Starting Age and Crime

DEFF Research Database (Denmark)

Landersø, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

This paper investigates the effects of school starting age on crime while relying on variation in school starting age induced by administrative rules; we exploit that Danish children typically start first grade in the calendar year they turn seven, which gives rise to a discontinuity in children......’s school starting age. Analyses are carried out using register-based Danish data. We find that higher age at school start lowers the propensity to commit crime, but that this reduction is caused by incapacitation while human capital accumulation is unaffected. Importantly, we also find that the individuals...

Preventive child health care at elementary school age: The costs of routine assessments with a triage approach

NARCIS (Netherlands)

Bezem, J.; Ploeg, C. van der; Numans, M.; Buitendijk, S.; Kocken, P.; Akker, E. van der

2017-01-01

Background. Triage in Preventive Child Health Care (PCH) assessments could further the efficient use of human resources and budgets and therefore make extra care possible for children with specific needs. We assessed the costs of routine PCH assessments with and without triage for children aged 5/6

Doctor, my child is bullied: food allergy management in schools.

Science.gov (United States)

Egan, Maureen; Sicherer, Scott

2016-06-01

Studies suggest that food allergies have increased in prevalence, resulting in most school classrooms having more than one child affected. Children with food allergies are vulnerable for experiencing potentially life-threatening allergic reactions, as well as social consequences such as bullying. Management recommendations for food allergies in schools should incorporate knowledge of both issues. Current recommendations for food allergy management in schools focus on appropriate avoidance measures and prompt recognition and treatment of allergic reactions. Guidelines focus upon a school-wide approach, with comprehensive involvement of many stakeholders, but individual students require specific emergency action plans. Special risk groups include young children who need additional supervision and adolescents who may take risks. Based on the observation that anaphylaxis can occur in persons without a prior diagnosis, having epinephrine available for prompt first-aid management of any student in need is now recommended. To promote socialization, avoidance measures should minimize separation of children with food allergies from their peers. Parents and schools need to be aware of bullying and implement intervention and prevention measures. Management recommendations for food allergies in schools should ensure the safety of the child, address bullying, and avoid unnecessary isolation.

Impact of sleep on executive functioning in school-age children with Down syndrome.

Science.gov (United States)

Esbensen, A J; Hoffman, E K

2018-06-01

Sleep problems have an impact on executive functioning in the general population. While children with Down syndrome (DS) are at high risk for sleep problems, the impact of these sleep problems on executive functioning in school-age children with DS is less well documented. Our study examined the relationship between parent-reported and actigraphy-measured sleep duration and sleep quality with parent and teacher reports and neuropsychology assessments of executive functioning among school-age children with DS. Thirty school-age children with DS wore an actigraph watch for a week at home at night. Their parent completed ratings of the child's sleep during that same week. Children completed a neuropsychology assessment of their inhibitory control, ability to shift and working memory. Their parents and teachers completed rating scales to assess these same constructs of executive functioning. Parent reports of restless sleep behaviours on the Children's Sleep Habits Questionnaire (CSHQ), but not actigraph-measured sleep period or efficiency, were predictive of parent reports of concerns with inhibitory control, shifting and working memory, and of teacher reports of inhibitory control. No measure of sleep was predictive of executive functioning as measured by the neuropsychology assessment. The study findings corroborate the preliminary literature that parent-reported sleep problems are related to executive functioning in school-age children with DS, particularly in the area of inhibitory control across home and school. These findings have implications for understanding contributing factors to academic performance and school behaviour in school-age children with DS. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

The Relationship between Social and Motor Cognition in Primary School Age-Children

Science.gov (United States)

Kenny, Lorcan; Hill, Elisabeth; Hamilton, Antonia F. de C.

2016-01-01

There is increased interest in the relationship between motor skills and social skills in child development, with evidence that the mechanisms underlying these behaviors may be linked. We took a cognitive approach to this problem, and examined the relationship between four specific cognitive domains: theory of mind, motor skill, action understanding, and imitation. Neuroimaging and adult research suggest that action understanding and imitation are closely linked, but are somewhat independent of theory of mind and low-level motor control. Here, we test if a similar pattern is shown in child development. A sample of 101 primary school aged children with a wide ability range completed tests of IQ (Raven’s matrices), theory of mind, motor skill, action understanding, and imitation. Parents reported on their children’s social, motor and attention performance as well as developmental concerns. The results showed that action understanding and imitation correlate, with the latter having a weak link to motor control. Theory of mind was independent of the other tasks. These results imply that independent cognitive processes for social interaction (theory of mind) and for motor control can be identified in primary school age children, and challenge approaches that link all these domains together. PMID:26941685

Urban School Principals and the "No Child Left Behind" Act

Science.gov (United States)

Gardiner, Mary E.; Canfield-Davis, Kathy; Anderson, Keith LeMar

2009-01-01

This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107-110, 2002, January, No Child Left Behind Act, http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf ) in light of the multicultural leadership demands presented by an urban…

Parents' Experience and Views of Vaccinating Their Child against Influenza at Primary School and at the General Practice.

Science.gov (United States)

Paterson, Pauline; Schulz, Will; Utley, Martin; Larson, Heidi J

2018-03-28

The purpose of this study was to gain an in-depth understanding of parents' experience and views of vaccinating their four to six-year-old child against influenza at school and at the general practice (GP). A cross-sectional qualitative study was conducted between March-June 2016 with parents of children in Reception and Year 1 in four randomly selected schools in Bury, Leicestershire, and Surrey, England. Twenty-five outreach forms were completed and returned, and seven interviews were conducted. Interview transcripts were coded by theme in NVivo (version 11, QSR International Pty Ltd., Melbourne, Australia). The primary reason parents gave for vaccinating their child was to prevent their child from contracting influenza. Parents' perceived benefits of vaccinating in schools were to avoid the inconvenience of having to take their child to the GP, and that their child would behave better at school. Parents viewed that accompanying their child for the vaccination at school would undermine the convenience and peer-pressure advantages of the school as a venue. No parents expressed concern about their child being too young to be vaccinated in school. This research suggests that the school is a desirable venue for childhood influenza vaccination, both from the parents' view and given that influenza vaccination coverage is higher when delivered through schools than GPs.

Parents’ Experience and Views of Vaccinating Their Child against Influenza at Primary School and at the General Practice

Directory of Open Access Journals (Sweden)

Pauline Paterson

2018-03-01

Full Text Available The purpose of this study was to gain an in-depth understanding of parents’ experience and views of vaccinating their four to six-year-old child against influenza at school and at the general practice (GP. A cross-sectional qualitative study was conducted between March–June 2016 with parents of children in Reception and Year 1 in four randomly selected schools in Bury, Leicestershire, and Surrey, England. Twenty-five outreach forms were completed and returned, and seven interviews were conducted. Interview transcripts were coded by theme in NVivo (version 11, QSR International Pty Ltd., Melbourne, Australia. The primary reason parents gave for vaccinating their child was to prevent their child from contracting influenza. Parents’ perceived benefits of vaccinating in schools were to avoid the inconvenience of having to take their child to the GP, and that their child would behave better at school. Parents viewed that accompanying their child for the vaccination at school would undermine the convenience and peer-pressure advantages of the school as a venue. No parents expressed concern about their child being too young to be vaccinated in school. This research suggests that the school is a desirable venue for childhood influenza vaccination, both from the parents’ view and given that influenza vaccination coverage is higher when delivered through schools than GPs.

Parents’ Experience and Views of Vaccinating Their Child against Influenza at Primary School and at the General Practice

Science.gov (United States)

Schulz, Will; Larson, Heidi J.

2018-01-01

The purpose of this study was to gain an in-depth understanding of parents’ experience and views of vaccinating their four to six-year-old child against influenza at school and at the general practice (GP). A cross-sectional qualitative study was conducted between March–June 2016 with parents of children in Reception and Year 1 in four randomly selected schools in Bury, Leicestershire, and Surrey, England. Twenty-five outreach forms were completed and returned, and seven interviews were conducted. Interview transcripts were coded by theme in NVivo (version 11, QSR International Pty Ltd., Melbourne, Australia). The primary reason parents gave for vaccinating their child was to prevent their child from contracting influenza. Parents’ perceived benefits of vaccinating in schools were to avoid the inconvenience of having to take their child to the GP, and that their child would behave better at school. Parents viewed that accompanying their child for the vaccination at school would undermine the convenience and peer-pressure advantages of the school as a venue. No parents expressed concern about their child being too young to be vaccinated in school. This research suggests that the school is a desirable venue for childhood influenza vaccination, both from the parents’ view and given that influenza vaccination coverage is higher when delivered through schools than GPs. PMID:29597341

Headteachers' prior beliefs on child health and their engagement in school based health interventions: a qualitative study.

Science.gov (United States)

Todd, Charlotte; Christian, Danielle; Davies, Helen; Rance, Jaynie; Stratton, Gareth; Rapport, Frances; Brophy, Sinead

2015-04-18

Schools play an important role in promoting the health of children. However, little consideration is often given to the influence that headteachers' and school staff's prior beliefs have on the implementation of public health interventions. This study examined primary school headteachers' and school health co-ordinators' views regarding child health in order to provide greater insights on the school's perspective for those designing future school-based health interventions. A qualitative study was conducted using 19 semi-structured interviews with headteachers, deputy headteachers and school health co-ordinators in the primary school setting. All transcripts were analysed using thematic analysis. Whilst many participants in this study believed good health was vital for learning, wide variance was evident regarding the perceived health of school pupils and the magnitude of responsibility schools should take in addressing child health behaviours. Although staff in this study acknowledged the importance of their role, many believed the responsibility placed upon schools for health promotion was becoming too much; suggesting health interventions need to better integrate school, parental and societal components. With mental health highlighted as an increasing priority in many schools, incorporating wellbeing outcomes into future school based health interventions is advocated to ensure a more holistic understanding of child health is gained. Understanding the health beliefs of school staff when designing interventions is crucial as there appears to be a greater likelihood of interventions being successfully adopted if staff perceive a health issue as important among their pupils. An increased dependability on schools for addressing health was expressed by headteachers in this study, highlighting a need for better understanding of parental, child and key stakeholder perspectives on responsibility for child health. Without this understanding, there is potential for certain

Non-Resident Fathers' Relationships with Their Secondary School Age Children: Determinants and Children's Mental Health Outcomes

Science.gov (United States)

Flouri, Eirini

2006-01-01

Data from 520 British secondary school age children were used to explore determinants of and mental health outcomes (measured with the Strengths and Difficulties Questionnaire) from their non-resident fathers' relationships (child-reported father's involvement and frequency of contact) with them. Frequency of contact was negatively related to time…

Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

Science.gov (United States)

Price, A; Allen, K; Ukoumunne, O C; Hayes, R; Ford, T

2017-11-01

A number of studies demonstrate that children who are younger within their school year have poorer academic attainment and are more likely to have special educational needs. Few, however, have considered the impact relative age may have on child mental health, behaviour and happiness in school. This paper utilized data from the Supporting Teachers and Children in Schools study (2075 pupils aged 5 to 9 years from 80 primary schools) to explore the relationship among relative age, behaviour and happiness in school. Behavioural and emotional development was assessed by using the teacher-reported and parent-reported Strengths and Difficulties Questionnaire and the Pupil Behaviour Questionnaire. Children's happiness within school was assessed by using the How I Feel About My School Questionnaire. Relatively younger children had higher Total Difficulties scores on the Strengths and Difficulties Questionnaire than their peers. There was a mean increase per 30-day decrease in relative age of 0.09 (95% CI: 0.03 to 0.16; p = 0.007) in teacher-reported and 0.08 (0.001 to 0.16; p = 0.05) in parent-reported scores. There was little evidence of a relationship between relative age and children's behaviour and happiness in school. For children with complex difficulties, being relatively young for their school year may be an additional stressor that may undermine mental health. © 2017 John Wiley & Sons Ltd.

Interactive vs passive screen time and nighttime sleep duration among school-aged children.

Science.gov (United States)

Yland, Jennifer; Guan, Stanford; Emanuele, Erin; Hale, Lauren

2015-09-01

Insufficient sleep among school-aged children is a growing concern, as numerous studies have shown that chronic short sleep duration increases the risk of poor academic performance and specific adverse health outcomes. We examined the association between weekday nighttime sleep duration and 3 types of screen exposure: television, computer use, and video gaming. We used age 9 data from an ethnically diverse national birth cohort study, the Fragile Families and Child Wellbeing Study, to assess the association between screen time and sleep duration among 9-year-olds, using screen time data reported by both the child (n = 3269) and by the child's primary caregiver (n= 2770). Within the child-reported models, children who watched more than 2 hours of television per day had shorter sleep duration by approximately 11 minutes per night compared to those who watched less than 2 hours of television (β = -0.18; P computer use were associated with reduced sleep duration. For both child- and parent-reported screen time measures, we did not find statistically significant differences in effect size across various types of screen time. Screen time from televisions and computers is associated with reduced sleep duration among 9-year-olds, using 2 sources of estimates of screen time exposure (child and parent reports). No specific type or use of screen time resulted in significantly shorter sleep duration than another, suggesting that caution should be advised against excessive use of all screens.

Experiences of School Counselors during and after Making Suspected Child Abuse Reports

Science.gov (United States)

Sikes, April; Remley, Theodore P., Jr.; Hays, Danica G.

2010-01-01

The purpose of this study was to explore the experiences of school counselors during and after making suspected child abuse and neglect reports. A total of 847 school counselors who were members of the American School Counselor Association (ASCA) participated in this study. Results showed that professional school counselors encountered some…

Preschool-aged children's television viewing in child care settings.

Science.gov (United States)

Christakis, Dimitri A; Garrison, Michelle M

2009-12-01

The goal was to quantify television viewing in day care settings and to investigate the characteristics of programs that predict viewing. A telephone survey of licensed child care programs in Michigan, Washington, Florida, and Massachusetts was performed. The frequency and quantity of television viewing for infants, toddlers, and preschool-aged children were assessed. With the exception of infants, children in home-based child care programs were exposed to significantly more television on an average day than were children in center-based programs (infants: 0.2 vs 0 hours; toddlers: 1.6 vs 0.1 hours; preschool-aged children: 2.4 vs 0.4 hours). In a regression analysis of daily television time for preschool-aged children in child care, center-based programs were found to have an average of 1.84 fewer hours of television each day, controlling for the other covariates. Significant effect modification was found, in that the impact of home-based versus center-based child care programs differed somewhat depending on educational levels for staff members; having a 2- or 4-year college degree was associated with 1.41 fewer hours of television per day in home-based programs, but no impact of staff education on television use was observed in center-based programs. For many children, previous estimates of screen time significantly underestimated actual amounts. Pediatricians should council parents to minimize screen time in child care settings.

Communal child-rearing: The role of nurses in school health

Directory of Open Access Journals (Sweden)

Fhumulani M. Mulaudzi

2014-02-01

Full Text Available Background: Child-rearing remains a concern within our communities, especially because families of today lack primary parents due to multifaceted challenges such as working mothers, diseases and violence. Health-promoting school initiatives are necessary because they allow a multifaceted approach to child-rearing. They further provide a conducive environment for continued schoolchild-rearing moving from home to school.Objectives: This study promotes an integrated approach to school care using the African concept of Ubuntu – solidarity and sense of community – as a point of departure. The socio-ecological model was used, which includes the work of the school healthcare nurse in contributing to holistic health services.Method: An integrative review was conducted in January 2013, which included methodology studies, a theory review and a variety of studies related to school health. The studies were categorised according to school health, Ubuntu and the socio-ecological model.Findings: The role of school healthcare nurses entails acting as a liaison officer between a variety of stakeholders who work together to shape the future of children.Conclusion: Ubuntu, together with the socio-ecological model, can assist us to involve an entire community to raise children. This knowledge serves as a background to the planning of a school health programme. The role of the nurse in school health can also assist in collaborative efforts to formulate the programme and develop the competencies that will inform school health nurse training curricula.

Using drawings to understand the child's experience of child-centred care on admission to a paediatric high dependency unit.

Science.gov (United States)

Foster, Mandie; Whitehead, Lisa

2018-01-01

Family- and child-centred care are philosophies of care used within paediatrics where the family and/or the child are central to healthcare delivery. This study explored the lived experience of hospitalized school-aged children admitted to a paediatric high dependency unit in New Zealand to gain insight into child-centred care from a child's perspective. An interpretive thematic approach was used where the child was asked to draw a picture of 'a person in the hospital' that was further explored through interviews. The interviews were recorded and transcribed verbatim with an inductive thematic analysis completed, drawing on the child-centred care framework. Twenty-six school-aged children participated. The pictures included drawings of family, staff, children and themselves. The themes generated from the interviews were relationships with themselves, family and staff and psychosocial, emotional and physical support. Children described themselves as co-creators of their own healthcare experience, consistent with child-centred care, while drawing on the principles of family-centred care. Further exploration of the concepts of 'participation versus protection' and 'child as becoming versus child as being' will contribute to translation and integration of child-centred care and family-centred care principles into practice, theory, research and policy.

The Child's Experience of ADHD

Science.gov (United States)

Sciberras, Emma; Efron, Daryl; Iser, Alina

2011-01-01

Objective: This study aimed to investigate the agreement between parent- and child-reported quality of life (QoL) and the self-perceptions of children with ADHD. Method: A cross-sectional survey of school-aged children with ADHD and their parents was undertaken. Results: Parents reported their child's QoL as lower than the children rated…

Efficacy of a Latino Mother-Child Communication Intervention in Elementary Schools

Science.gov (United States)

McNaughton, Diane B.; Cowell, Julia Muennich; Fogg, Louis

2015-01-01

Children of Latino immigrants in the United States encounter ecological stressors that heighten their risk for depressive symptoms, externalizing behavior, and problems in school. Studies have shown that affirming parent-child communication is protective of child depressive symptoms and accompanying problems. The purpose of this study was to…

Age, period and cohort effects on first-child fertility in Danish men

DEFF Research Database (Denmark)

Kamper-Jørgensen, Mads; Keiding, Niels; Knudsen, Lisbeth B.

Demographic studies of fertility are most often based solely on information about women, leaving out characteristics of men. Thereby valuable information may be lost. The present note intends to explore the potential of the classical age-period-cohort model for describing male first-child fertility...... patterns. The model was fitted to fertility data on Danish men aged 15 to 49 years in the calendar period from 1960 to 1994. We found the classical age-period-cohodt model to be an appropriate model for describing male first-child fertility patterns in Denmark. Fluctuations in age-specific male first-child...... fertility rates over period were found,  with a nadir in the mid-1980s. Furthermore, age-specific first-child fertility rates were found to be lower in men from younger cirth cohorts than in men from older birth cohorts....

child abuse and academic performance of secondary school

African Journals Online (AJOL)

SECONDARY SCHOOL STUDENTS IN CENTRAL ... performance of children who participate in it as a routine scholars and people have defined child labour in several ways. ... children particularly those from low-income parents. ... dependent on the socio-economic status ... sensitize the family/guardians and relevant.

Perceptions of middle school educators in Hawai'i about school-based gardening and child health.

Science.gov (United States)

Ahmed, Ameena T; Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

2011-07-01

Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai'i were conducted. Data were analyzed using a grounded theory approach. Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. In order to be effective at obesity prevention, school-based gardening programs in Hawai'i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health.

Validation of the French version of the Child Post-Traumatic Stress Reaction Index: psychometric properties in French speaking school-aged children.

Directory of Open Access Journals (Sweden)

Bertrand Olliac

Full Text Available BACKGROUND: Although the reliable and valid Child Post-Traumatic Stress Reaction Index (CPTS-RI is a widely used measure of posttraumatic stress disorder (PTSD symptoms in children, it has not been validated in French-speaking populations. The present study aims to assess the psychometric properties of the CPTS-RI in three samples of French-speaking school-children. METHODS: Data was obtained from three samples. Sample 1 was composed of 106 children (mean (SD age = 11.7(0.7, 50% females victims of an industrial disaster. Sample 2 was composed of 50 children (mean (SD age = 10.8(2.6, 44% females who had received an orthopaedic surgical procedure after an accident. Sample 3 was composed of 106 children (mean (SD age = 11.7(2.2, 44% females admitted to an emergency department after a road traffic accident. We tested internal consistency using Cronbach's alpha. We examined test-retest reliability using intraclass correlation coefficient. In order to assess the convergent validity of the French version of the CPTS-RI and the Clinician Administered PTS Scale-Child and Adolescent (CAPS-CA, spearman-correlation coefficient was computed. To verify the validity of the cut-off scores, a ROC curve was constructed which evaluated the sensitivity and specificity of each score compared to the diagnosis with the CAPS-CA. We also used principal components analysis with varimax rotation to study the structure of the French version of the CPTS-RI. RESULTS: Cronbach's alpha coefficient was 0.87 for the French version of the CPTS-RI. Two-week test-retest intraclass correlation coefficient (n = 30 was 0.67. The French version of the CPTS-RI was well correlated with the CAPS-CA (r = 0.76, p 24 for the CPTS-RI, the sensitivity and specificities were 100% and 62.6%, respectively. The French version of the CPTS-RI demonstrated a three-factor structure. CONCLUSIONS: The CPTS-RI is reliable and valid in French-speaking children.

Validation of the French version of the Child Post-Traumatic Stress Reaction Index: psychometric properties in French speaking school-aged children.

Science.gov (United States)

Olliac, Bertrand; Birmes, Philippe; Bui, Eric; Allenou, Charlotte; Brunet, Alain; Claudet, Isabelle; Sales de Gauzy, Jérôme; Grandjean, Hélène; Raynaud, Jean-Philippe

2014-01-01

Although the reliable and valid Child Post-Traumatic Stress Reaction Index (CPTS-RI) is a widely used measure of posttraumatic stress disorder (PTSD) symptoms in children, it has not been validated in French-speaking populations. The present study aims to assess the psychometric properties of the CPTS-RI in three samples of French-speaking school-children. Data was obtained from three samples. Sample 1 was composed of 106 children (mean (SD) age = 11.7(0.7), 50% females) victims of an industrial disaster. Sample 2 was composed of 50 children (mean (SD) age = 10.8(2.6), 44% females) who had received an orthopaedic surgical procedure after an accident. Sample 3 was composed of 106 children (mean (SD) age = 11.7(2.2), 44% females) admitted to an emergency department after a road traffic accident. We tested internal consistency using Cronbach's alpha. We examined test-retest reliability using intraclass correlation coefficient. In order to assess the convergent validity of the French version of the CPTS-RI and the Clinician Administered PTS Scale-Child and Adolescent (CAPS-CA), spearman-correlation coefficient was computed. To verify the validity of the cut-off scores, a ROC curve was constructed which evaluated the sensitivity and specificity of each score compared to the diagnosis with the CAPS-CA. We also used principal components analysis with varimax rotation to study the structure of the French version of the CPTS-RI. Cronbach's alpha coefficient was 0.87 for the French version of the CPTS-RI. Two-week test-retest intraclass correlation coefficient (n = 30) was 0.67. The French version of the CPTS-RI was well correlated with the CAPS-CA (r = 0.76, p 24 for the CPTS-RI, the sensitivity and specificities were 100% and 62.6%, respectively. The French version of the CPTS-RI demonstrated a three-factor structure. The CPTS-RI is reliable and valid in French-speaking children.

Family Structure, Mother-Child Communication, Father-Child Communication, and Adolescent Life Satisfaction: A Cross-Sectional Multilevel Analysis

Science.gov (United States)

Levin, Kate A.; Currie, Candace

2010-01-01

Purpose: The purpose of this paper is to investigate the association between mother-child and father-child communication and children's life satisfaction, and the moderating effect of communication with stepparents. Design/methodology/approach: Data from the 2006 Health Behaviour in School-aged Children: WHO-collaborative Study in Scotland…

Examining the relationship between child maltreatment and school performance in public schools in Saudi Arabia: A pilot study.

Science.gov (United States)

Altamimi, Dana; Almuneef, Maha; Albuhairan, Fadia; Saleheen, Hassan

2017-07-01

The aim of this study was to examine the relationship between child maltreatment (CM) and school performance among adolescents in Saudi Arabia. A cross-sectional study was conducted in Riyadh, Saudi Arabia, in 2014. The enrolment criteria included both male and female Saudi students ( n=674; 52.7% male) aged 12-19 years ( M age =15.6±1.6 years), attending intermediate and secondary schools belonging to the Ministry of National Guard. A self-administered questionnaire was used to gather information on different forms of abuse that had occurred in the past or were currently occurring. Poor school performance was more likely in students who lived among substance-use family members or guardians compared with those who did not (33.3% vs. 11.4%; p<0.01), those with an imprisoned family member compared with those without (26.5% vs. 11.2%; p<0.01), those who were psychologically abused compared with those who were not abused (21.0% vs. 10.1%; p<0.01), those who were physically abused compared with those who were not abused (18.9% vs. 9.3%; p<0.01), and those suffering multiple forms of abuse compared with those not abused (23.4% vs. 9.7%; p<0.01). Logistic regression analysis showed that household dysfunction was the most predisposing factor to poor performance in school, and included living among substance-use family members or guardians (odds ratio=4.0; 95% confidence interval=1.7-9.5) and living with imprisoned family member (odds ratio=3.1, 95% confidence interval=1.5-6.3). CM, along with family structure and dynamics, has an adverse relationship with students' school performance. These findings highlight the importance of increasing awareness of the impact of CM on school performance among families, schools and the community.

Prevalence of molar incisor hypomineralization in school children aged 8-12 years in Chennai

Directory of Open Access Journals (Sweden)

Savitha Deepthi Yannam

2016-01-01

Full Text Available Objective: To investigate the prevalence and severity of molar incisor hypomineralization (MIH. Materials and Methods: A sample of 2,864 students aged 8-12 years were selected from government and private schools in Chennai. MIH was diagnosed clinically based on the diagnostic criteria established by the European Academy of Pediatric Dentistry (EAPD 2003. Results: A total of 277 children (9.7% had MIH. There was statistically significant difference in prevalence related to age but there was no statistical difference in prevalence with respect to gender. Conclusion: Prevalence of MIH was 9.7% in the child population residing in Chennai. Males and females were equally affected. The rate of occurrence and severity of MIH are more in the right mandibular first molar. The severity of MIH is more in molars compared to incisors (P < 0.001 and is more in government schools compared to private schools (P = 0.002.

School food, politics and child health.

Science.gov (United States)

Bundy, Donald A P; Drake, Lesley J; Burbano, Carmen

2013-06-01

An analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis. Data on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies. School feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes. School feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.

Maternal education and child mortality in Zimbabwe.

Science.gov (United States)

Grépin, Karen A; Bharadwaj, Prashant

2015-12-01

In 1980, Zimbabwe rapidly expanded access to secondary schools, providing a natural experiment to estimate the impact of increased maternal secondary education on child mortality. Exploiting age specific exposure to these reforms, we find that children born to mothers most likely to have benefited from the policies were about 21% less likely to die than children born to slightly older mothers. We also find that increased education leads to delayed age at marriage, sexual debut, and first birth and that increased education leads to better economic opportunities for women. We find little evidence supporting other channels through which increased education might affect child mortality. Expanding access to secondary schools may greatly accelerate declines in child mortality in the developing world today. Copyright © 2015 Elsevier B.V. All rights reserved.

A School Counselor's Guide to Reporting Child Abuse and Neglect

Science.gov (United States)

Sikes, April

2008-01-01

The process of reporting abuse can be challenging, traumatic, and at times, overwhelming. In order for school counselors to be effective helpers for children, it is essential that they know how to recognize and prevent child abuse and neglect. The purpose of this article is to provide professional school counselors with information they can use to…

A longitudinal investigation of children internationally adopted at school age.

Science.gov (United States)

Helder, Emily J; Mulder, Elizabeth; Gunnoe, Marjorie Linder

2016-01-01

Most existing research on children adopted internationally has focused on those adopted as infants and toddlers. The current study longitudinally tracked several outcomes, including cognitive, behavioral, emotional, attachment, and family functioning, in 25 children who had been internationally adopted at school age (M = 7.7 years old at adoption, SD = 3.4, range = 4–15 years). We examined the incidence of clinically significant impairments, significant change in outcomes over the three study points, and variables that predicted outcomes over time. Clinically significant impairments in sustained attention, full-scale intelligence, reading, language, executive functioning, externalizing problems, and parenting stress were common, with language and executive functioning impairments present at higher levels in the current study compared with past research focusing on children adopted as infants and toddlers. Over the three study points, significant improvements across most cognitive areas and attachment functioning were observed, though significant worsening in executive functioning and internalizing problems was present. Adoptive family-specific variables, such as greater maternal education, smaller family size, a parenting approach that encouraged age-expected behaviors, home schooling, and being the sole adopted child in the family were associated with greater improvement across several cognitive outcomes. In contrast, decreased parenting stress was predicted by having multiple adopted children and smaller family sizes were associated with greater difficulties with executive functioning. Child-specific variables were also linked to outcomes, with girls displaying worse attachment and poorer cognitive performance and with less time in orphanage care resulting in greater adoption success. Implications for future research and clinical applications are discussed.

School composition, family poverty and child behaviour.

Science.gov (United States)

Flouri, Eirini; Midouhas, Emily

2016-06-01

There is little research on the role of school composition in young children's behaviour. School composition effects may be particularly important for children in disadvantaged circumstances, such as those growing up in poverty. We explored the role of school academic and socio-economic composition in internalising problems, externalising problems and prosocial behaviour at age 7 years, and tested if it moderates the effect of family poverty on these outcomes. We used data from 7225 7-year-olds of the Millennium Cohort Study who attended state primary schools in England and for whom we had information on these outcomes. In multiple membership models, we allowed for clustering of children in schools and moves between schools since the beginning of school, at age 5. Our school academic and socio-economic composition variables were school-level achievement and % of pupils eligible for free school-meals, respectively. Poverty (family income below the poverty line) was measured in all sweeps until age 7. We explored the roles of both timing and duration of poverty. The effects of poverty were strong and robust to adjustment. School socio-economic composition was associated with individual children's internalising and externalising problems, even in adjusted models. School composition did not interact with poverty to predict any of the outcomes. Neither the academic nor the socio-economic composition of the school moderated the effect of family poverty on children's behaviour in primary school. However, children attending schools with more disadvantaged socio-economic intakes had more internalising and externalising problems than their counterparts.

Family Structure and School Age Children's Achievement in and Attitude to Leadership Value Concepts in Social Studies and Civic Education

Science.gov (United States)

Ayo-Vaughan, Adewunmi F.; Amosun, Peter A.

2016-01-01

Western education in Nigeria led to the involvement of schools in the maintenance of appropriate leadership values. However, appropriate leadership value manifestations among school age children in Nigeria who are the future leaders are lacking. To maintain these values, studies have suggested that the family structure of a child plays an…

Care of Victims of Child Maltreatment: The School Nurse's Role. Position Statement

Science.gov (United States)

Ondeck, Lynnette; Combe, Laurie; Feeser, Cindy Jo; King, Rebecca

2014-01-01

It is the position of the National Association of School Nurses (NASN) that prevention, early recognition, intervention and treatment of child maltreatment are critical to the physical well-being and academic success of students. Registered professional school nurses (hereinafter referred to as school nurses) serve a vital role in the recognition…

Is Child Labor a Barrier to School Enrollment in Low- and Middle-Income Countries?

Science.gov (United States)

Putnick, Diane L.; Bornstein, Marc H.

2015-01-01

Achieving universal primary education is one of the Millennium Development Goals. In low- and middle-income developing countries (LMIC), child labor may be a barrier. Few multi-country, controlled studies of the relations between different kinds of child labor and schooling are available. This study employs 186,795 families with 7- to 14-year-old children in 30 LMIC to explore relations of children’s work outside the home, family work, and household chores with school enrollment. Significant negative relations emerged between each form of child labor and school enrollment, but relations were more consistent for family work and household chores than work outside the home. All relations were moderated by country and sometimes by gender. These differentiated findings have nuanced policy implications. PMID:26034342

Perceptions of Middle School Educators in Hawai‘i about School-based Gardening and Child Health

Science.gov (United States)

Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

2011-01-01

Background Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Methods Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai‘i were conducted. Data were analyzed using a grounded theory approach. Results Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. Conclusions In order to be effective at obesity prevention, school-based gardening programs in Hawai‘i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health. PMID:21886287

Group Counseling in the Schools: Considerations for Child and Family Issues

Science.gov (United States)

Crespi, Tony D.; Gustafson, Amy L.; Borges, Silvia M.

2006-01-01

School psychologists are increasingly being confronted with a wide spectrum of psychological, psychosocial, familial, and home-school issues impacting child development. With one in six children raised in alcoholic families, with divorce impacting approximately 60% of families, and with such issues as teenage pregnancy, parental neglect, as well…

Trajectories of Classroom Externalizing Behavior: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationship during the School Transition

Science.gov (United States)

Silver, R.B.; Measelle, J.R.; Armstrong, J.M.; Essex, M.J.

2005-01-01

The unique and interactive contributions of past externalizing behavior, negative parenting, and teacher-child relationship quality to externalizing behavior trajectories after the transition to school were examined. In a sample of 283 children, random regression analyses indicated that conflict in the teacher-child relationship during the school…

Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance

Science.gov (United States)

Meredith, Julie; Anderson, Leslie M.

2015-01-01

City Year is a learning organization committed to the rigorous evaluation of its "Whole School Whole Child" model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential. A third-party study by Policy Studies Associates (PSA) examined the impact of…

Intelligence test at preschool-age predicts reading difficulty among school-aged very low birth weight infants in Japan.

Science.gov (United States)

Takeuchi, Akihito; Ogino, Tatsuya; Koeda, Tatsuya; Oka, Makio; Yorifuji, Takashi; Takayanagi, Toshimitsu; Sato, Kazuo; Sugino, Noriko; Bonno, Motoki; Nakamura, Makoto; Kageyama, Misao

2018-05-21

To elucidate whether the results of an intelligence test at preschool age are predictive of reading difficulty (RD) at school age among very low birth weight infants (VLBWI). Subjects were 48 Japanese children whose birth weight was Intelligence Scale for Children-III (WISC-III) during the last grade of kindergarten, and four reading tasks during the second to fourth grade of elementary school. All participants had a full-scale intelligence quotient score of 85 or higher. Subjects with a standard deviation reading time score greater than 2.0 in two or more tasks were considered to have RD. We evaluated the associations between each WISC-III score and RD using logistic regression analyses. Furthermore, we performed receiver operating characteristic (ROC) analysis to determine a cutoff WISC-III score predictive of RD. In the mutually-adjusted model, the adjusted odds ratio per 1 score increase of freedom from distractibility (FD) was 0.832 (95% confidence interval: 0.720-0.962). In the ROC analysis, an FD score of memory and attention, is a risk factor for RD at school age among Japanese VLBWI. Further investigation is desired to clarify the cognitive deficits underlying RD in Japanese-speaking preterm children, and to establish appropriate interventions for these children. Copyright © 2018 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Child Marriage, Agency, and Schooling in Rural Honduras

Science.gov (United States)

Murphy-Graham, Erin; Leal, Graciela

2015-01-01

This article examines the relationships between child marriage, agency, and schooling in rural Honduras. Through an in-depth qualitative case study, we address the following questions: (1) In what ways, if any, do girls exercise agency in their decision to marry? (2) How might education enhance girls' agency, expanding their choice sets and…

School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

Science.gov (United States)

Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

2015-01-01

In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

Poor School Performance: Contributing Factors and Consequences, with Emphasis on the Nonwhite Child.

Science.gov (United States)

Gwinn, Diane G.

Research on poor school performance--with emphasis on the nonwhite child--is discussed in terms of differences children bring to school, the school process, and consequences of poor school performance. Individual factors related to poor achievement are noted to include membership in a disadvantaged minority group, broken homes and absent fathers,…

Child Labor and School Enrollment in Thailand in the 1990s.

Science.gov (United States)

Tzannatos, Zafiris

2003-01-01

Traces recent trends in child labor, conditions of employment, and schooling in Thailand. Finds, for example, that children withdraw from school and enter labor force because families cannot afford the cost of education. Describes the effect of education subsidies on poor families. Discusses policies and practices to eliminate exploitative forms…

Children's Early Child Care and Their Mothers' Later Involvement with Schools

Science.gov (United States)

Crosnoe, Robert; Augustine, Jennifer March; Huston, Aletha C.

2012-01-01

Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the…

Central region morphometry in a child brain; Age and gender ...

African Journals Online (AJOL)

2013-10-10

Oct 10, 2013 ... Background: Data on central region morphometry of a child brain is important not only in terms of ... brain volume reaches the peak at the age of 14.5 in men ..... child and adolescent brain and effects of genetic variation.

Relationship between personal, maternal, and familial factors with mental health problems in school-aged children in Aceh province, Indonesia.

Science.gov (United States)

Saputra, Fauzan; Yunibhand, Jintana; Sukratul, Sunisa

2017-02-01

Recently, mental health problems (MHP) in school-aged children have become a global phenomenon. Yet, the number of children affected remains unclear in Indonesia, and the effects of mental health problems are of concern. The purpose of this study was to investigate the prevalence of MHP in school-aged children and its relationship to personal, maternal, and familial factors in Aceh province, Indonesia. Participants were 143 school-aged children with MHP and their mothers. They completed the Strengths and Difficulties Questionnaire, Social Competence Questionnaire, Brief Family Relationship Scale, Parental Stress Scale, Parent's Report Questionnaire, and Indonesian Version of the Beck Depression Inventory-II. Mainly, children were rated to have emotional symptoms by their mothers (37.8%). Factors such as academic competence, family relationships, and maternal parenting stress are related to MHP. Given the high prevalence of school-aged children that have emotional symptoms, child psychiatric mental health nurses should give special attention to assist them during their school years. Moreover, nurses should aim to improve family relationships and reduce maternal parenting stress. Copyright © 2016 Elsevier B.V. All rights reserved.

Child Abuse : A Common Problem in Curacao?

NARCIS (Netherlands)

Klein, K.; Boersma, A. A.; Meyboom-de Jong, B.; de Bruijn, J.

Objective: To assess the prevalence of child abuse among high school students in Curacao. Methods: A questionnaire survey among high school students up to 17 years of age was conducted. The questionnaire was based on existing literature and validated questionnaires. The questionnaire used was

Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD.

Science.gov (United States)

Burgess, Sloane; Audet, Lisa; Harjusola-Webb, Sanna

2013-01-01

The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. Copyright © 2013 Elsevier Inc. All rights reserved.

The School Counselors' Ideas on Features, Determinant and Intervention on Child Negligence and Abuse Cases

Science.gov (United States)

Usakli, Hakan

2012-01-01

It is sad to know that many of the child negligence and child abuse cases, which are being frequently encountered in the society today, still remains unknown. This perhaps is due to lack of information on the part of the administrators, school counselors and other related bodies in the management of such cases. In this study, 50 school counselors…

Child and Parent Report of Parenting as Predictors of Substance Use and Suspensions from School

Science.gov (United States)

Fleming, Charles B.; Mason, W. Alex; Thompson, Ronald W.; Haggerty, Kevin P.; Gross, Thomas J.

2016-01-01

This study examined how child and parent reports of parenting were related to early adolescent substance use and school suspensions. Data were from two time points 6 months apart on 321 families with an eighth-grade student attending one of five schools in the Pacific Northwest. Child- and parent-report measures of family management practices were…

Quantity-Quality and the One Child Policy: The Only-Child Disadvantage in School Enrollment in Rural China. NBER Working Paper No. 14973

Science.gov (United States)

Qian, Nancy

2009-01-01

Many believe that increasing the quantity of children will lead to a decrease in their quality. This paper exploits plausibly exogenous changes in family size caused by relaxations in China's One Child Policy to estimate the causal effect of family size on school enrollment of the first child. The results show that for one-child families, an…

The development of patterns of stable, transient, and school-age onset aggressive behavior in young children.

Science.gov (United States)

Kingston, L; Prior, M

1995-03-01

To examine the development of patterns of aggressive behavior in children from the age of 2 to 8 years. Children with early histories of aggressive behavior were selected from a community sample of 2,400 infants participating in a longitudinal study. The sample was divided into four groups: children with stable aggressive behavior, those with transient aggression, those with aggression only after age 5 years (late onset), and a comparison group of nonaggressive children. Children with stable aggressive behavior were characterized by a difficult temperament, hostile sibling interactions, maternal perception of the child as difficult, and harsher child-rearing practices. Children whose early aggression decreased over time and those who became aggressive only after entering school could not be reliably classified with the selected family variables. Teacher ratings of temperament factors of task orientation and reactivity and ability ratings correctly classified 74% of children whose aggression began at school-age. Children with persistent aggressive behavior differed from those who improved, predominantly in terms of symptom severity. Problems with aggression can be identified early in development, and a significant proportion of aggressive children are at risk for continuing social and scholastic difficulties. Knowledge of associated factors may play an important role in prevention.

Height, weight and BMI percentiles and nutritional status relative to the international growth references among Pakistani school-aged children

OpenAIRE

Mushtaq, Muhammad Umair; Gull, Sibgha; Mushtaq, Komal; Abdullah, Hussain Muhammad; Khurshid, Usman; Shahid, Ubeera; Shad, Mushtaq Ahmad; Akram, Javed

2012-01-01

Abstract Background Child growth is internationally recognized as an important indicator of nutritional status and health in populations. This study was aimed to compare age- and gender-specific height, weight and BMI percentiles and nutritional status relative to the international growth references among Pakistani school-aged children. Methods A population-based study was conducted with a multistage cluster sample of 1860 children aged five to twelve years in Lahore, Pakistan. Smoothed heigh...

Maternal stress and family quality of life in response to raising a child with autism: from preschool to adolescence.

Science.gov (United States)

McStay, Rebecca L; Trembath, David; Dissanayake, Cheryl

2014-11-01

While the impact of raising a child with an Autism Spectrum Disorder (ASD) is well documented, with mothers reporting higher levels of stress than mothers of children with other disabilities, positive maternal outcomes have also been identified. What remains unclear, however, is the role of child age on maternal outcomes. We sought to clarify the role of child age in maternal stress and family quality of life (FQoL) in mothers raising a child with ASD. Participants included 140 mothers of children aged 3-16 years grouped to represent four key stages of childhood (preschool, early school years, middle school, early high school). Using a cross-sectional design, mothers completed questionnaires assessing potential risk (e.g., child problem behaviour, symptom severity) and protective (e.g., family characteristics) factors attributed to maternal outcomes. The results revealed significant age related group differences in child internalising behaviour and ASD symptomatology between the early and middle school years. Lower levels of adaptive social behaviour in older age groups were also found. Although mothers of older children reported significantly less support from professionals than mothers of younger children, no significant age effects were found to contribute to maternal reports of stress or FQoL. The current findings support the view that mothers appear to demonstrate stable levels of stress and FQoL despite fluctuations in key child variables and a reduction in supports, across age, highlighting the ongoing nature of maternal needs and heightened levels of child symptomatology during adolescence. Copyright © 2014 Elsevier Ltd. All rights reserved.

Child and adolescent psychiatry leadership in public mental health, child welfare, and developmental disabilities agencies.

Science.gov (United States)

Zachik, Albert A; Naylor, Michael W; Klaehn, Robert L

2010-01-01

Child and adolescent psychiatrists are in a unique position to provide administrative and clinical leadership to public agencies. In mental health, services for children and adolescents in early childhood, school, child welfare, and juvenile justice settings, transition-aged youth programs, workforce development, family and youth leadership programs, and use of Medicaid waivers for home- and community-based service system development are described. In child welfare, collaboration between an academic child psychiatry department and a state child welfare department is described. In developmental disabilities, the role of the child and adolescent psychiatrist administrator is described providing administrative leadership, clinical consultation, quality review, and oversight of health and behavioral health plans for persons with developmental disabilities.

Child and Family Factors Associated With Child Maltreatment in Vietnam.

Science.gov (United States)

Tran, Nhu K; van Berkel, Sheila R; van IJzendoorn, Marinus H; Alink, Lenneke R A

2018-04-01

This study aims to explore possible risk factors for child maltreatment in Vietnam by investigating the association of child and family factors with different types of child maltreatment (i.e., sexual abuse, physical abuse, emotional abuse, witnessing parental conflict, and neglect) and the occurrence of multiple types of child maltreatment. Cross-sectional data of 1,851 secondary and high school students aged 12 to 17 years (47.3% boys) in four provinces of Northern Vietnam were obtained using self-report questionnaires. Results indicated that the likelihood of emotional abuse, witnessing parental conflict, and experiencing multiple types of child maltreatment during lifetime increased with age. Boys had a higher risk than girls on lifetime sexual abuse, and past year and lifetime physical abuse. Living in a single parent family was the risk factor related to most types of child maltreatment including lifetime sexual abuse, neglect, and multiple types of child maltreatment, and both past year and lifetime witnessing parental conflict. Interestingly, low socioeconomic status (SES) and parental unemployment were associated with a decreased risk on experiencing emotional abuse in the past year and during lifetime, respectively. "Tiger parenting," a parenting style observed frequently in East Asian parents, may be more common in families with high SES and might explain this finding. This study highlights the importance of prioritizing single parent families in parenting programs and implementing child maltreatment interventions early because of the risk on child maltreatment increased with age. More research on emotional abuse and "Tiger parenting" in Vietnam could clarify the association of emotional abuse with high SES and parental employment. Finally, the underlying mechanisms of the risk factors in Vietnam should be studied more to inform interventions.

Executive and intellectual functioning in school-aged children with specific language impairment.

Science.gov (United States)

Kuusisto, Marika A; Nieminen, Pirkko E; Helminen, Mika T; Kleemola, Leenamaija

2017-03-01

Earlier research and clinical practice show that specific language impairment (SLI) is often associated with nonverbal cognitive deficits and weakened skills in executive functions (EFs). Executive deficits may have a remarkable influence on a child's everyday activities in the home and school environments. However, research information is still limited on EFs in school-aged children with SLI, mostly conducted among English- and Dutch-speaking children. To study whether there are differences in EFs between Finnish-speaking children with SLI and typically developing (TD) peers at school age. EFs are compared between the groups with and without controlling for nonverbal intelligence. Parents and teachers of children with SLI (n = 22) and age- and gender-matched TD peers (n = 22) completed The Behavior Rating Inventory of Executive Functions (BRIEF). The mean age of the children was 8,2 years. BRIEF ratings of parents and teachers were compared between the children with SLI and with TD peers by paired analysis using conditional logistic regression models with and without controlling for nonverbal IQ. Intellectual functioning was assessed with the Wechsler Intelligence Scale for Children. Children with SLI had weaker scores in all parent and teacher BRIEF scales compared with TD peers. Statistically significant differences between the groups were found in BRIEF scales Shift, Emotional Control, Initiate, Working Memory, Plan/Organize and Monitor. Differences between the groups were statistically significant also in intellectual functioning. On BRIEF scales some group differences remained statistically significant after controlling for nonverbal IQ. This study provides additional evidence that also Finnish-speaking school-aged children with SLI are at risk of having deficits in EFs in daily life. EFs have been proposed to have an impact on developmental outcomes later in life. In clinical practice it is important to pay attention to EFs in school-aged children with SLI

Adopted preschool child with ADHD

OpenAIRE

STAŇKOVÁ, Iveta

2016-01-01

This bachelor´s work was written based on personal experience and practice with a family in which a pre-school child with ADHD syndrom lives. The intended objective is to provide pieces of advice to many parents. This work could serve as a guide in searching effective strategies for a child with attention and hyperactivity deficit disorder. The second objective is to share experience and educational methods when dealing with an adopted child diagnosed with the ADHD syndrom at the age of three...

From Parent-Child Mutuality to Security to Socialization Outcomes: Developmental Cascade toward Positive Adaptation in Preadolescence

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Kim, Sanghag; Boldt, Lea J.; Kochanska, Grazyna

2016-01-01

A developmental cascade from positive early parent-child relationship to child security with the parent to adaptive socialization outcomes, proposed in attachment theory and often implicitly accepted but rarely formally tested, was examined in 100 mothers, fathers, and children followed from toddler age to preadolescence. Parent-child Mutually Responsive Orientation (MRO) was observed in lengthy interactions at 38, 52, 67, and 80 months; children reported their security with parents at age 8. Socialization outcomes (parent- and child-reported cooperation with parental monitoring and teacher-reported school competence) were assessed at age 10. Mediation was tested with PROCESS (Hayes, 2013). The parent-child history of MRO significantly predicted both mother-child and father-child security. For mother-child dyads, security mediated links between history of MRO and cooperation with maternal monitoring and school competence, controlling for developmental continuity of the studied constructs. For father-child dyads, the mediation effect was not evident. PMID:26258443

School year versus summer differences in child weight gain: A narrative review

Science.gov (United States)

The causes of the current high prevalence of overweight and obesity among children are not clearly known. Schools have been implicated in the causal chain to high child obesity prevalence. Recent studies have compared school year versus summertime changes (herein called seasonal differences) in chil...

Parental perceptions, feeding practices, feeding styles, and level of acculturation of Chinese Americans in relation to their school-age child's weight status.

Science.gov (United States)

Pai, Hsiao-Liang; Contento, Isobel

2014-09-01

Parents influence their child's eating behavior and attitudes directly as food providers and indirectly through their parental feeding styles and feeding concerns and practices. Chinese American parents' practices are likely influenced by culture. The objective of this study was to explore the relationships between parental perceptions, feeding practices, feeding styles, level of parental acculturation (LPA), and child weight status via a self-administered questionnaire. This survey study involved a convenience sample of 712 individuals who were parents of 5- to 10-year old children attending Chinese language after-school programs. The prevalence of overweight was 11.5% and obesity was 11.1%. LPA was not directly predictive of child overweight in multiple regression but from categorical data, Chinese American parents tended to use indulgent (33.2%) and authoritarian (27.9%) feeding styles, with the former increasing with acculturation and the latter decreasing. Indulgent parents had more than expected overweight and obese children, and authoritarian and authoritative parents, fewer. LPA was negatively predictive of pressure to eat healthy foods (p Parental perceptions and concerns about child weight were predictors of child weight. Consequently, parental concerns and responsiveness to child needs without also encouragement (demandingness) to eat healthy foods (indulgent feeding style) may promote overweight. The authoritative parental feeding style may contribute to children having healthy weights and therefore healthy lives. Copyright © 2014 Elsevier Ltd. All rights reserved.

School connectedness and high school graduation among maltreated youth.

Science.gov (United States)

Lemkin, Allison; Kistin, Caroline J; Cabral, Howard J; Aschengrau, Ann; Bair-Merritt, Megan

2018-01-01

Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth's school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth's risk for school dropout. Copyright © 2017 Elsevier Ltd. All rights reserved.

School-based education programmes for the prevention of child sexual abuse.

Science.gov (United States)

Zwi, K J; Woolfenden, S R; Wheeler, D M; O'brien, T A; Tait, P; Williams, K W

2007-07-18

Child sexual abuse is a significant problem that requires an effective means of prevention. To assess: if school-based programmes are effective in improving knowledge about sexual abuse and self-protective behaviours; whether participation results in an increase in disclosure of sexual abuse and/or produces any harm; knowledge retention and the effect of programme type or setting. Electronic searches of Cochrane Central Register of Controlled Trials, MEDLINE, EMBASE, PsycINFO, CINAHL, Sociological Abstracts, Dissertation Abstracts and other databases using MESH headings and text words specific for child sexual assault and randomised controlled trials (RCTs) were conducted in August 2006. RCTs or quasi-RCTs of school-based interventions to prevent child sexual abuse compared with another intervention or no intervention. Meta-analyses and sensitivity analysis, using two imputed intraclass correlation coefficients (ICC) (0.1, 0.2), were used for four outcomes: protective behaviours, questionnaire-based knowledge, vignette-based knowledge and disclosure of abuse. Meta-analysis was not possible for retention of knowledge, likelihood of harm, or effect of programme type and setting. Fifteen trials measuring knowledge and behaviour change as a result of school-based child sexual abuse intervention programmes were included. Over half the studies in each initial meta-analysis contained unit of analysis errors. For behaviour change, two studies had data suitable for meta-analysis; results favoured intervention (OR 6.76, 95% CI 1.44, 31.84) with moderate heterogeneity (I(2)=56.0%) and did not change significantly when adjustments using intraclass coefficients were made. Nine studies were included in a meta-analysis evaluating questionnaire-based knowledge. An increase in knowledge was found (SMD 0.59; 0.44, 0.74, heterogeneity (I2=66.4%). When adjusted for an ICC of 0.1 and 0.2 the results were SMD 0.6 (0.45, 0.75) and 0.57 (0.44, 0.71) respectively. Heterogeneity decreased

Validity of self-reported lunch recalls in Swedish school children aged 6-8 years.

Science.gov (United States)

Hunsberger, Monica; Pena, Pablo; Lissner, Lauren; Grafström, Lisen; Vanaelst, Barbara; Börnhorst, Claudia; Pala, Valeria; Eiben, Gabriele

2013-09-18

Previous studies have suggested that young children are inaccurate reporters of dietary intake. The purpose of this study was to validate a single recall of the previous day's school lunch reported by 6-8 year old Swedish children and to assess teacher-recorded intake of the same meal in a standardized food journal. An additional research question was whether parents could report their child's intake of the previous day's lunch. Subjects constituted a convenience sample from the large, multi-country study Identification and prevention of Dietary- and lifestyle-induced health EFfects In Children and infantS (IDEFICS). Validations of both children's recalls and teachers' records were made by comparing results with the duplicate plate reference method. Twenty-five children (12 boys/13 girls) aged 6-8 years participated in the validation study at one school in western Sweden. Children were accurate self-reporters of their dietary intake at lunch, with no significant difference between reported and weighed intake (Mean difference (SD): 7(50) kcals, p=0.49). Teachers significantly over-reported intake (Mean difference (SD): 65(79) kcals, p=0.01). For both methods, child-reported and teacher-recorded, correlations with weighed intake were strong (Pearson's correlations r=0.92, pteacher-records and weighed intakes. Foods were recalled by children with a food-match rate of 90%. In all cases parents themselves were unable to report on quantities consumed and only four of 25 children had parents with knowledge regarding food items consumed. Children 6-8 years of age accurately recalled their school lunch intake for one occasion while teachers recorded with less accuracy. Our findings suggest that children as young as six years of age may be better able to report on their dietary intake than previously suggested, at least for one main meal at school. Teacher-recorded intake provides a satisfactory estimate but with greater systematic deviation from the weighed intake

Care and supportive measures in school-aged children with prenatal substance exposure.

Science.gov (United States)

Sandtorv, Lisbeth B; Haugland, Siren; Elgen, Irene

2017-12-01

Prenatal exposure to substances, including alcohol, opiates, and a number of illicit drugs, may have a negative impact on fetal development. Studies have shown that substance exposure can influence a child's neurodevelopment and the need for care and supportive measures. In this study, we aimed to investigate the care status and the level of supportive measures in school-aged children prenatally exposed to alcohol and other substances. This study included children aged between 6 and 14 years who were referred to Haukeland University Hospital in Norway with developmental impairment and a history of prenatal substance exposure. Participants were classified according to their main prenatal exposure to either alcohol or other substances. Information on care status and supportive measures was obtained from medical records and participants' caregivers. We also compared the use of supportive measures for children placed into foster care before and after 1 year of age. A total of 111 (87% of 128 referrals) eligible children participated in the study. Of these 111 children, 96 (86%) were in foster care, of whom 29 (30%) were placed into foster care during their first year of life and 83 out of 90 (92%) had supportive measures, including reinforced foster care and school or social support. A high proportion of the sample lived in foster care and received supportive measures. Findings may reflect an increased need of care and support in school-aged children with prenatal substance exposure, highlighting the importance of awareness among caregivers and public agencies.

Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

Science.gov (United States)

Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

2012-08-01

To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

A child's question in school as an expression of active attitude towards the environment

Directory of Open Access Journals (Sweden)

Pavlović Branka S.

2002-01-01

Full Text Available The paper discusses the importance and role of a child's question in school and developing of children and adolescents' active attitude towards social environment. Emphasis is placed on the importance of a child's question for developing civic participation in social community. Considerations start from 'humanocentric' strategy of social development, oriented primarily to local community and man as a focal point of development, his potentials being in the focus of all development interests. Potentially, school as a part of local and broader social community has very large but in reality a modest role in developing civic conscious and participation. The paper points to some causes for such state-of-the-arts but also to some possibilities of improving school's role, without in-depth reforms, by introducing changes in methods of work and attitudes towards child's spontaneous questions and curiosity as a development phenomenon. Let us remind you of the improperly used classes of a class head teacher or students' class community. As a part of a school system development strategy, it is also necessary to stimulate more active attitude of school towards social reality. One of the ways of integrating school into social community is to nurture culture of asking questions in school as an educational institution and then through all institutions of social life.

Association of maternal age with child health: A Japanese longitudinal study.

Directory of Open Access Journals (Sweden)

Tsuguhiko Kato

Full Text Available Average maternal age at birth has been rising steadily in Western and some Asian countries. Older maternal age has been associated with adverse pregnancy and birth outcomes; however, studies on the relationship between maternal age and young children's health remain scarce. Therefore, we sought to investigate the association of maternal age with child health outcomes in the Japanese population. We analyzed data from two birth cohorts of the nationwide Japanese Longitudinal Survey of Babies in 21st Century (n2001 = 47,715 and n2010 = 38,554. We estimated risks of unintentional injuries and hospital admissions at 18 and 66 months according to maternal age, controlling for the following potential confounders: parental education; maternal parity, smoking status, and employment status; household income; paternal age, and sex of the child. We also included the following as potential mediators: preterm births and birthweight. We observed a decreasing trend in the risks of children's unintentional injuries and hospital admissions at 18 months according to maternal age in both cohorts. In the 2001 cohort, compared to mothers 40.0 years, respectively, controlling for confounders. Our findings were in line with previous findings from population-based studies conducted in the United Kingdom and Canada suggesting that older maternal age may be beneficial for early child health.

Day-care attendance and child development:

DEFF Research Database (Denmark)

Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark...... survey and a 2007 PISA Copenhagen survey. We use administrative registries to generate indicators such as child-staff ratios, child-pedagogues ratios, and the share of male staff and of staff with non-Danish origins. Furthermore, we use information on the average levels of educational attainments......, of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children’s development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children’s background...

Aging Education in the Public Schools--Coming of Age?

Science.gov (United States)

Hoot, James L.; Lumsden, D. Barry

A statewide survey of elementary and secondary teachers in Texas indicates that little attention is currently given to direct teaching about aging or to integrating this content area into the school curriculum. The following questions were asked: (1) To what extent is aging incorporated into the public school curricula? (2) Would increased…

Parenting Behavior at 2 Years Predicts School-age Performance at 7 Years in Very Preterm Children

Science.gov (United States)

Treyvaud, Karli; Doyle, Lex W.; Lee, Katherine J.; Ure, Alexandra; Inder, Terrie E.; Hunt, Rod W.; Anderson, Peter J.

2016-01-01

Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Participants were 147 children born <30 weeks' gestation…

Prenatal care and child growth and schooling in four low- and medium-income countries.

Science.gov (United States)

Liu, Xiaoying; Behrman, Jere R; Stein, Aryeh D; Adair, Linda S; Bhargava, Santosh K; Borja, Judith B; da Silveira, Mariangela Freitas; Horta, Bernardo L; Martorell, Reynaldo; Norris, Shane A; Richter, Linda M; Sachdev, Harshpal S

2017-01-01

The effectiveness of prenatal care for improving birth and subsequent child outcomes in low-income countries remains controversial, with much of the evidence to date coming from high-income countries and focused on early-life outcomes. We examined associations between prenatal care visits and birth weight, height-for-age at 24 months and attained schooling in four low- and middle-income countries. We pooled data from prospective birth-cohort studies from Brazil, Guatemala, Philippines and South Africa. We created a prenatal care utilization index based on the number and timing of prenatal visits. Associations were examined between this index and birth weight, height-for-age at 24 months, and highest attained schooling grade until adulthood. Among 7203 individuals in the analysis, 68.9% (Philippines) to 96.7% (South Africa) had at least one prenatal care visit, with most having at least four visits. Over 40% of Brazilians and Guatemalans had their first prenatal visit in the first trimester, but fewer Filipinos (13.9%) and South Africans (19.8%) did so. Prenatal care utilization was not significantly associated with birth weight (p>0.05 in pooled data). Each unit increase in the prenatal care utilization index was associated with 0.09 (95% CI 0.04 to 0.15) higher height-for-age z-score at 24 months and with 0.26 (95% CI 0.17 to 0.35) higher schooling grades attained. Although there was some heterogeneity and greater imprecision across sites, the results were qualitatively similar among the four different populations. While not related to birth weight, prenatal care utilization was associated with important outcomes later in life, specifically higher height-for-age at 24 months and higher attained school grades. These results suggest the relevance of prenatal care visits for human capital outcomes important over the lifecycle.

Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK.

Science.gov (United States)

Jago, Russell; Macdonald-Wallis, Corrie; Solomon-Moore, Emma; Thompson, Janice L; Lawlor, Debbie A; Sebire, Simon J

2017-09-14

To assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children's physical activity and sedentary time. Cross-sectional study. Children were recruited from 47 state-funded primary schools in South West England. 1223 children aged 8-9 years old. Accelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time. Children wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size. Children who attended clubs at school 3-4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants' odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day. Participating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active. © Article author(s) (or their employer

Maternal education and micro-geographic disparities in nutritional status among school-aged children in rural northwestern China.

Science.gov (United States)

Wang, Cuili; Kane, Robert L; Xu, Dongjuan; Li, Lingui; Guan, Weihua; Li, Hui; Meng, Qingyue

2013-01-01

Prior evidence suggests geographic disparities in the effect of maternal education on child nutritional status between countries, between regions and between urban and rural areas. We postulated its effect would also vary by micro-geographic locations (indicated by mountain areas, plain areas and the edge areas) in a Chinese minority area. A cross-sectional study was conducted with a multistage random sample of 1474 school children aged 5-12 years in Guyuan, China. Child nutritional status was measured by height-for-age z scores (HAZ). Linear mixed models were used to examine its association with place of residence and maternal education. Micro-geographic disparities in child nutritional status and the level of socioeconomic composition were found. Children living in mountain areas had poorer nutritional status, even after adjusting for demographic (plain versus mountain, β = 0.16, P = 0.033; edge versus mountain, β = 0.29, P = 0.002) and socioeconomic factors (plain versus mountain, β = 0.12, P = 0.137; edge versus mountain, β = 0.25, P = 0.009). The disparities significantly widened with increasing years of mothers' schooling (maternal education*plain versus mountain: β = 0.06, P = 0.007; maternal education*edge versus mountain: β = 0.07, P = 0.005). Moreover, the association between maternal education and child nutrition was negative (β = -0.03, P = 0.056) in mountain areas but positive in plain areas (β = 0.02, P = 0.094) or in the edge areas (β = 0.04, P = 0.055). Micro-geographic disparities in child nutritional status increase with increasing level of maternal education and the effect of maternal education varies by micro-geographic locations, which exacerbates child health inequity. Educating rural girls alone is not sufficient; improving unfavorable conditions in mountain areas might make such investments more effective in promoting child health. Nutrition programs targeting to the least educated groups in plain and in edge areas would be

The Future of Child Development Lab Schools: Applied Developmental Science in Action

Science.gov (United States)

Barbour, Nancy, Ed.; McBride, Brent A., Ed.

2017-01-01

Child development laboratory schools are found on college and university campuses throughout the U.S. Over the last century, they have acquired a long, rich history. Originally seen as settings for the new field of child study in the early 1900s, their functions have evolved over time. These programs often play a central role in supporting…

Factors Influencing School Counselors' Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics

Science.gov (United States)

Tillman, Kathleen S.; Prazak, Michael D.; Burrier, Lauren; Miller, Sadie; Benezra, Max; Lynch, Lori

2016-01-01

This study sought to explore possible child abuse reporting problems for children, including both disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about…

Realising the child's best interests: lessons from the Child Justice ...

African Journals Online (AJOL)

... Act to refine the Schools Act with regard to serious matters of school discipline and to ensure its proper alignment with the constitutional imperatives regarding the best-interests-of-the-child right. Keywords: School discipline; child justice; the best interests of the child; children's rights; education law; restorative justice ...

Impact of divorce on the quality of life in school-age children.

Science.gov (United States)

Eymann, Alfredo; Busaniche, Julio; Llera, Julián; De Cunto, Carmen; Wahren, Carlos

2009-01-01

To assess psychosocial quality of life in school-age children of divorced parents. A cross-sectional survey was conducted at the pediatric outpatient clinic of a community hospital. Children 5 to 12 years old from married families and divorced families were included. Child quality of life was assessed through maternal reports using a Child Health Questionnaire-Parent Form 50. A multiple linear regression model was constructed including clinically relevant variables significant on univariate analysis (beta coefficient and 95%CI). Three hundred and thirty families were invited to participate and 313 completed the questionnaire. Univariate analysis showed that quality of life was significantly associated with parental separation, child sex, time spent with the father, standard of living, and maternal education. In a multiple linear regression model, quality of life scores decreased in boys -4.5 (-6.8 to -2.3) and increased for time spent with the father 0.09 (0.01 to 0.2). In divorced families, multiple linear regression showed that quality of life scores increased when parents had separated by mutual agreement 6.1 (2.7 to 9.4), when the mother had university level education 5.9 (1.7 to 10.1) and for each year elapsed since separation 0.6 (0.2 to 1.1), whereas scores decreased in boys -5.4 (-9.5 to -1.3) and for each one-year increment of maternal age -0.4 (-0.7 to -0.05). Children's psychosocial quality of life was affected by divorce. The Child Health Questionnaire can be useful to detect a decline in the psychosocial quality of life.

Elevated prevalence of malnutrition and malaria among school-aged children and adolescents in war-ravaged South Sudan.

Science.gov (United States)

Charchuk, Rhianna; Houston, Stan; Hawkes, Michael T

2015-01-01

Emerging as a sovereign state from decades of civil war, the Republic of South Sudan now faces poverty, a lack of health care infrastructure, a high burden of infectious diseases and a widespread food insecurity. School-aged children and youth, in particular, represent a high-risk demographic for malnutrition and infectious diseases. We screened 109 school-aged children and youth for nutritional status and malaria antigenaemia in Akuak Rak, South Sudan, and found a large proportion of underweight (77/109 = 73%) and prevalent malaria (44/109 = 40%). There was no significant association between malnutrition and malaria. This study represents one of the few published reports on child and youth nutritional status and malaria prevalence in South Sudan since its independence. The implementation of nutrition and malaria screening combined with evidence-based interventions in schools could help target this high burden vulnerable group.

Do infant vocabulary skills predict school-age language and literacy outcomes?

Science.gov (United States)

Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

2015-08-01

Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level - a finding that fits well with the observation that the majority of 'late talkers' resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family

Evaluating the Risks of School Dropout amongst Children in the Care of the French Child Protection System: An Exploratory Study

Science.gov (United States)

Derivois, Daniel; Guillier-Pasut, Nathalie; Karray, Amira; Cénat, Jude-Mary; Brolles, Lisbeth; Matsuhara, Hanae

2015-01-01

The aim of this pilot study is to identify the best way of preventing and assessing the livelihood and risk of school dropout amongst children entrusted to the care of the French child protection system in the Département of Rhone. The sample comprised 91 children and adolescents aged 4- to 17-years-old, of whom 45 were girls. The data were…

Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

Science.gov (United States)

Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

2012-01-01

Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

School Help Professionals' Ideas on Child Abuse and Neglect

Science.gov (United States)

Usakli, Hakan

2012-01-01

Method: In this study, a qualitative research has been carried out; there were interviews with 50 school counselors working in Sinop; they stated their ideas on child abuse and neglect. Analysis: Data collected via semi constructed interviews have been subjected to descriptive and content analysis.The participant counselors were asked three…

Predictors of Language Gains among School-Age Children with Language Impairment in the Public Schools

Science.gov (United States)

Justice, Laura M.; Jiang, Hui; Logan, Jessica A.; Schmitt, Mary Beth

2017-01-01

Purpose: This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method: The…

High School Child Development Courses Provide a Valuable Apprenticeship

Science.gov (United States)

McCombie, Sally M.

2009-01-01

The current media are laden with reports of the many significant problems facing today's youth. In fact, parenting has become a national topic of discussion. Parenting instruction, a responsibility that had previously rested in the home, has become part of educational curricula. Courses in child development are offered for high school students in…

Relations among Positive Parenting, parent-child Relationship, and Empathy

DEFF Research Database (Denmark)

Wu, Liyun; Zhang, Xingli; Shi, Jiannong

This study demonstrated relations among 2 features of positive parenting——supportive responsiveness to distress and warmth ,parent-child relationship and empathy.171 children aged 8-10 years (mean age = 9.31 years, 89 girls) participated in the study.In school,participants completed Empathic......,Prosocial Response to Another’s Distress Scale,Parental Acceptance-Rejection Questionnaire, Coping with Children’s Negative Emotions Questionaire,Network of Relationships Inventory. Results showed that: (1)Parents' supportive responsiveness to distress, but not warmth, predicted children's empathy.(2)Near parent-child...... parent-child relationship....

34 CFR 300.131 - Child find for parentally-placed private school children with disabilities.

Science.gov (United States)

2010-07-01

... process must be designed to ensure— (1) The equitable participation of parentally-placed private school... which the private schools that they attend are located. (Approved by the Office of Management and Budget... 34 Education 2 2010-07-01 2010-07-01 false Child find for parentally-placed private school...

Developmental trajectories for attention and working memory in healthy Japanese school-aged children.

Science.gov (United States)

Egami, Chiyomi; Yamashita, Yushiro; Tada, Yasuhiro; Anai, Chiduru; Mukasa, Akiko; Yuge, Kotaro; Nagamitsu, Shinichiro; Matsuishi, Toyojiro

2015-10-01

The aim of this study was to investigate the developmental trajectories of attention, short-term memory, and working memory in school-aged children using a 10 min test battery of cognitive function. Participants comprised 144 typically developing children (TDC) aged 7-12 years and 24 healthy adults, divided according to age into seven groups (12 males and 12 females for each age group). Participants were assessed using CogHealth, which is a computer-based measure composed of five tasks. We measured attention, short-term memory, and working memory (WM) with visual stimulation. Each task was analyzed for age-related differences in reaction time and accuracy rate. Attention tasks were faster in stages from the age of 7-10 years. Accuracy rate of short-term memory gradually increased from 12 years of age and suddenly increased and continued to increase at 22 years of age. Accuracy rate of working memory increased until 12 years of age. Correlations were found between the ages and reaction time, and between ages and accuracy rate of the tasks. These results indicate that there were rapid improvements in attention, short-term memory, and WM performance between 7 and 10 years of age followed by gradual improvement until 12 years of age. Increase in short-term memory continued until 22 years of age. In our experience CogHealth was an easy and useful measure for the evaluation of cognitive function in school-age children. Copyright © 2015 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

CGH Celebrates Take Your Child To Work Day 2015

Science.gov (United States)

Shady Grove celebrated Take Your Child To Work Day this year with a variety of activities and sessions aimed at inspiring school-aged children to explore career paths in science and public service. CGH hosted its inaugural Take Your Child To Work Day session: An Introduction to Global Health.

The influence of maternal acculturation on child body mass index at age 24 months.

Science.gov (United States)

Sussner, Katarina M; Lindsay, Ana C; Peterson, Karen E

2009-02-01

Obesity rates in preschool-aged children are greatest among Latinos. Studies of the relationship of acculturation to obesity among Latino immigrants have primarily focused on adults and adolescents. We examined the influence of maternal acculturation on child body mass index (BMI) at age 24 and 36 months among predominantly Latino, low-income mother-child pairs enrolled in the Special Supplemental Nutrition Program for Women, Infants, and Children. Maternal characteristics were obtained from interviewer-administered surveys conducted in English or Spanish at 6 to 20 weeks postpartum among 679 participants in a randomized controlled trial of a health promotion intervention in two urban areas in the Northeast. Acculturation measures included: nativity (born in the United States vs foreign born), parents' nativity, years of US residence ( or =8 years), and exclusive use of native language vs nonexclusive use (mixed or English only). Following repeated mailings and telephone calls requesting permission to obtain their child's height and weight from Special Supplemental Nutrition Program for Women, Infants, and Children records, informed consent was obtained from 108 mothers. Multivariable linear regression models of maternal acculturation and child BMI z score at age 24 months and age 36 months were estimated among all mother-child pairs and within immigrant-only mother-child pairs, adjusting for relevant maternal characteristics. At age 24 months, children of mothers with exclusive use of native language had higher BMI z scores compared to children of mothers with nonexclusive use among 91 mother-child pairs (beta=.74, P=0.02) and within 63 immigrant-only mother-child pairs (beta=.92, P=0.009). Exclusive use of native language was associated with greater BMI in children as young as age 24 months. Future research should examine the mechanisms by which mothers' language acculturation may affect proximal determinants of energy balance in preschool children, including

More active pre-school children have better motor competence at school starting age: an observational cohort study.

Science.gov (United States)

Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

More active pre-school children have better motor competence at school starting age: an observational cohort study

Directory of Open Access Journals (Sweden)

Lisa M. Barnett

2016-10-01

Full Text Available Abstract Background Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Methods Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA (accelerometry was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2 and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence. General linear models were performed with all 12 skills (six object control and six locomotor skills, both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Results Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033 and perceived total skill at 5 years of age (B = 0.059, p = 0.044. MVPA was not a predictor of actual or perceived object control skill at any age. Conclusion Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

Height, weight and BMI percentiles and nutritional status relative to the international growth references among Pakistani school-aged children

Directory of Open Access Journals (Sweden)

Mushtaq Muhammad Umair

2012-03-01

Full Text Available Abstract Background Child growth is internationally recognized as an important indicator of nutritional status and health in populations. This study was aimed to compare age- and gender-specific height, weight and BMI percentiles and nutritional status relative to the international growth references among Pakistani school-aged children. Methods A population-based study was conducted with a multistage cluster sample of 1860 children aged five to twelve years in Lahore, Pakistan. Smoothed height, weight and BMI percentile curves were obtained and comparison was made with the World Health Organization 2007 (WHO and United States' Centers for Disease Control and Prevention 2000 (USCDC references. Over- and under-nutrition were defined according to the WHO and USCDC references, and the International Obesity Task Force (IOTF cut-offs. Simple descriptive statistics were used and statistical significance was considered at P Results Height, weight and BMI percentiles increased with age among both boys and girls, and both had approximately the same height and a lower weight and BMI as compared to the WHO and USCDC references. Mean differences from zero for height-, weight- and BMI-for-age z score values relative to the WHO and USCDC references were significant (P Conclusion Pakistani school-aged children significantly differed from the WHO and USCDC references. However, z score means relative to the WHO reference were closer to zero and the present study as compared to the USCDC reference. Overweight and obesity were significantly higher while underweight and thinness/wasting were significantly lower relative to the WHO reference as compared to the USCDC reference and the IOTF cut-offs. New growth charts for Pakistani children based on a nationally representative sample should be developed. Nevertheless, shifting to use of the 2007 WHO child growth reference might have important implications for child health programs and primary care pediatric clinics.

Australian Undergraduate Primary School Student-Teachers' Responses to Child Sexual Abuse and Its Mandatory Reporting

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Goldman, Juliette D. G.

2010-01-01

This study aims to understand how primary school teachers, as mandatory reporters of child sexual abuse, are responding to child sexual abuse and its mandatory reporting, even though many teachers do not receive a compulsory course in Child Protection and its legal requirements in their pre-service university training. A cohort of 81 Australian…

Child characteristics associated with outcome for children with autism in a school-based behavioral intervention.

Science.gov (United States)

Pellecchia, Melanie; Connell, James E; Kerns, Connor M; Xie, Ming; Marcus, Steven C; Mandell, David S

2016-04-01

This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characteristics (including age, language ability, autism severity, social skills, adaptive behavior, co-occurring psychological symptoms, and restrictive and repetitive behavior) and outcome, as measured by changes in cognitive ability following one academic year of an intervention standardized across the sample were evaluated using linear regression with random effects for classroom. While several scales and subscales had statistically significant bivariate associations with outcome, in adjusted analysis, only age and the presence of symptoms associated with social anxiety, such as social avoidance and social fearfulness, as measured through the Child Symptom Inventory-4, were associated with differences in outcome. The findings regarding the role of social anxiety are new and have important implications for treatment. Disentangling the construct of social anxiety to differentiate between social fearfulness and social motivation has important implications for shifting the focus of early treatment for children with autism spectrum disorder. © The Author(s) 2015.

Including an Autistic Middle School Child in General Physical Education: A Case Study

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Jones, Kristen J.; Block, Martin E.

2006-01-01

Autism is a brain disorder that affects a person's social, communication, and behavioral skills. Social deficits are noted by the child's lack of interest or inability to interact with peers and family members. This article highlights some of the successful methods and techniques used to include an autistic middle school child in a general…

Self-care interventions for the school-aged child with encopresis.

Science.gov (United States)

Vitito, L M

2000-01-01

Encopresis, an elimination disorder in children, presents as a challenging problem for gastroenterology nurses working with patients and families confronted with this disorder. This article offers a summary of the literature on encopresis, including pathogenesis, causative factors, early treatment, and clinical interventions focused on self-care. The antecedent factors that facilitate the child's participation in self-care are summarized, along with the intended outcomes of the self-care intervention plan.

Neonatal Morbidity at Term, Early Child Development, and School Performance: A Population Study.

Science.gov (United States)

Bentley, Jason P; Schneuer, Francisco J; Lain, Samantha J; Martin, Andrew J; Gordon, Adrienne; Nassar, Natasha

2018-02-01

Investigate the association between severe neonatal morbidity (SNM) and child development and school performance among term infants. The study population included term infants without major congenital conditions born between 2000 and 2007 in New South Wales, Australia, with a linked record of developmental assessment at ages 4 to 6 years in 2009 or 2012 ( n = 144 535) or school performance at ages 7 to 9 years from 2009 to 2014 ( n = 253 447). Developmental outcomes included special needs or being vulnerable and/or at risk in 1 of 5 developmental domains. School performance outcomes were test exemption, or performing <-1 SD on reading or numeracy tests. Binary generalized estimating equations were used to estimate associations between SNM and outcomes, adjusting for sociodemographic, perinatal, and assessment and/or test characteristics. Overall, 2.1% of infants experienced SNM. The adjusted odds ratio (95% confidence interval) for SNM and physical health was 1.18 (1.08-1.29), 1.14 (1.02-1.26) for language and cognitive skills, and 1.14 (1.06-1.24) and 1.13 (1.05-1.21) for scoring <-1 SD in reading and numeracy, respectively. SNM was most strongly associated with special needs 1.34 (1.15-1.55) and test exemption 1.50 (1.25-1.81). SNM infants born at 37 to 38 weeks' gestation and who were small for gestational age had the greatest likelihood of poorer outcomes. Term infants with SNM have greater odds of poor neurodevelopment in childhood. These findings provide population-based information for families and can inform clinical counseling and guidelines for follow-up and early intervention. Copyright © 2018 by the American Academy of Pediatrics.

Children as consumers: investigating child diary expenditure data

OpenAIRE

Lisa Farrell; Michael A. Shields

2007-01-01

We investigate expenditure behaviour of school-aged children using child diary information contained in the British Family Expenditure Survey. The estimates from an Almost Ideal Demand System (AIDS) for child expenditure suggest that drinks, sweets, books, and toys are `normal' goods for children, but clothes, travel, leisure and vice products are `luxury' items with income elasticities greater than one. Being a lone-parent child and having a working mother are important factors in determinin...

Child Maltreatment: Optimizing Recognition and Reporting by School Nurses.

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Jordan, Kathleen S; MacKay, Peggy; Woods, Stephanie J

2017-05-01

School nurses perform a crucial role in the prevention, identification, intervention, and reporting of child maltreatment. The purpose of this article is to share the highlights of a research project conducted to (a) examine the effectiveness of an educational intervention program in increasing the knowledge, confidence, and self-efficacy in school nurses regarding children at risk of maltreatment; and (b) discover issues surrounding the comfort level engaging with children, communicating with teachers and other personnel, and ethical issues. The study consisted of two phases. Phase 1 was a face-to-face evidenced-based educational intervention. Focus groups implemented in Phase 2 discovered specific concerns of school nurses. Results indicate a significant increase in school nurse knowledge, confidence, and self-efficacy related to children at risk. Five themes were identified from the focus groups: the importance of interprofessional collaboration, identifiers of children at risk of maltreatment, the role of the school nurse as a mentor and leader, the importance of advancing one's knowledge and skill set, and constraints faced by school nurses.

Prioritizing child health interventions in Ethiopia: modeling impact on child mortality, life expectancy and inequality in age at death.

Directory of Open Access Journals (Sweden)

Kristine Husøy Onarheim

Full Text Available BACKGROUND: The fourth Millennium Development Goal calls for a two-thirds reduction in under-5 mortality between 1990 and 2015. Under-5 mortality rate is declining, but many countries are still far from achieving the goal. Effective child health interventions that could reduce child mortality exist, but national decision-makers lack contextual information for priority setting in their respective resource-constrained settings. We estimate the potential health impact of increasing coverage of 14 selected health interventions on child mortality in Ethiopia (2011-2015. We also explore the impact on life expectancy and inequality in the age of death (Gini(health. METHODS AND FINDINGS: We used the Lives Saved Tool to estimate potential impact of scaling-up 14 health interventions in Ethiopia (2011-2015. Interventions are scaled-up to 1 government target levels, 2 90% coverage and 3 90% coverage of the five interventions with the highest impact. Under-5 mortality rate, neonatal mortality rate and deaths averted are primary outcome measures. We used modified life tables to estimate impact on life expectancy at birth and inequality in the age of death (Gini(health. Under-5 mortality rate declines from 101.0 in 2011 to 68.8, 42.1 and 56.7 per 1000 live births under these three scenarios. Prioritizing child health would also increase life expectancy at birth from expected 60.5 years in 2015 to 62.5, 64.2 and 63.4 years and reduce inequality in age of death (Gini(health substantially from 0.24 to 0.21, 0.18 and 0.19. CONCLUSIONS: The Millennium Development Goal for child health is reachable in Ethiopia. Prioritizing child health would also increase total life expectancy at birth and reduce inequality in age of death substantially (Gini(health.

Comparison of Nutritional Status Among, Flood Affected and Unaffected School Aged Children

International Nuclear Information System (INIS)

Mohsin, S.N.; Aasim, M.; Ghous, R.; Fatima, M.

2017-01-01

Background: Natural disasters like floods affect large human populations by not only displacing them temporarily but also poses nutritional issues to women and children. Objectives: To determine the long term effects of floods, on the nutritional status of school going children in Pakistan. Study design, settings and duration: A cross sectional study which was conducted in public schools of district Nowshera which is a large district of province Khyber Pakhtunkhwa, Pakistan from February 2012 to March 2014. Subjects and Methods: A total of 353 children aged 6-14 years were enrolled. There were 190 children from flood affected areas and 163 controls from unaffected areas. Using height, weight, age and gender, malnutrition indicators like acute malnutrition, chronic malnutrition and underweight were calculated to evaluate effect of flood on these children after 20 months of the calamity. Weight for age (WAZ) was used to measure underweight, height for age (HAZ) to measure stunted growth, and weight for height (WHZ) to measure wasting or acute malnutrition. The malnutrition indicators which were positively associated with floods were further evaluated for associated factors. Results The frequency of acute malnutrition or wasting (WHZ) among flood affected children was 23.7 percent as compared to 16.5 percent among unaffected children while the frequency of underweight (WAZ) in flood affected areas was 42.1 percent as against 36.8 percent in unaffected areas (both were not significant). The frequency of chronic malnutrition or stunting (AZ) was 35.8 percent in affected and 27.6 percent in unaffected children (p< 0.041) and was the only positively associated indicator with exposure to floods. Factors associated with chronic malnutrition were age of the child, maternal education, history of fever, administration of de-worming medication and diarrhea. Conclusion: Floods had a long term effect on nutritional status of school aged children as shown by chronic malnutrition

Modeling The Effects of Mother’s Age at First Birth on Child Health at Birth

OpenAIRE

Mbu Daniel Tambi

2014-01-01

This study models the impact of mother’s age at first birth on child health at birth in Cameroon. The objectives are: (1) investigate the implication of mother’s age at first birth on child health at birth; (2) examine the impact of mother’s age groups on birth weight, and (3) suggest economic policies to ameliorate the mother’s age – child health relationship. We make used of the control function approach to determine the relationship between mother’s age at first birth and birth...

Associations among Head Start Fathers' Involvement with Their Preschoolers and Child Language Skills

Science.gov (United States)

Fagan, Jay; Iglesias, Aquiles; Kaufman, Rebecca

2016-01-01

This study examined the associations among child language competence during father-child play interactions, fathers' time spent volunteering in their preschool-age child's Head Start classroom over the course of one school year, amount of father play and reading to the child at home, and fathers' positive control during play. The sample of 68…

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

Science.gov (United States)

Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

2016-05-01

Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

Child Development and the Coworking of Doctor and Teacher: A Waldorf School Doctor's Perspective.

Science.gov (United States)

Karnow, Gerald F.

This paper draws on the nearly 20 years' experiences of a school doctor working with teachers at the Rudolf Steiner School in New York City to describe general principles of assessing child development in relation to educational progress. The paper contrasts the customary role of school doctors (related to conducting physical examinations for…

Academic Failure and Child-to-Parent Violence: Family Protective Factors.

Science.gov (United States)

Ibabe, Izaskun

2016-01-01

A reduction in academic achievement over the course of adolescence has been observed. School failure is characterized by difficulties to teaching school goals. A variety of other behavioral problems are often associated with school failure. Child-to-parent violence has been associated with different school problems. The main objective of current study was to examine the contribution of family variables (parental education level, family cohesion, and positive family discipline) on academic failure and child-to-parent violence of adolescents from a community sample. Moreover, a goal was to explore if academic failure was a valid predictor of child-to-parent violence. To this end, it has been developed a comprehensive statistical model through Structural Equation Modeling (SEM). Participants were 584 children from eight secondary schools in the Basque Country (Spain) and aged between 12 and 18. Among other scales Conflict Tactics Scale and Family Environment Scale were administrated for measuring child-to-parent violence and family cohesion environment, respectively. The structural model revealed that parental education level is a relevant protective factor against academic failure. Positive family discipline (inductive discipline, supervision, and penalty) show a significant association with child-to-parent violence and academic failure. Disciplinary practices could be more efficient to prevent child-to-parent violence or school failure if children perceive a positive environment in their home. However, these findings could be explained by inverse causality, because some parents respond to child-to-parent violence or academic failure with disciplinary strategies. School failure had indirect effects on child-to-parent violence through family cohesion. For all that, education policies should focus on parental education courses for disadvantaged families in order to generate appropriate learning environments at home and to foster improvement of parent-child

Age versus schooling effects on intelligence development.

Science.gov (United States)

Cahan, S; Cohen, N

1989-10-01

The effect of formal education, as opposed to chronological age, on intelligence development has suffered from inadequate empirical investigation. Most studies of this issue have relied on natural variation in exposure to school among children of the same age, thus confounding differences in schooling with differences in other intelligence-related variables. This difficulty can be overcome by a quasi-experimental paradigm involving comparison between children who differ in both chronological age and schooling. The present study applies this paradigm to the estimation of the independent effects of age and schooling in grades 5 and 6 on raw scores obtained on a variety of general ability tests. The sample included all students in Jerusalem's Hebrew-language, state-controlled elementary schools. The results unambiguously point to schooling as the major factor underlying the increase of intelligence test scores as a function of age and to the larger effect schooling has on verbal than nonverbal tests. These results contribute to our understanding of the causal model underlying intelligence development and call for reconsideration of the conceptual basis underlying the definition of deviation-IQ scores. Some implications of these results concerning the distinction between intelligence and scholastic achievement, the causal model underlying the development of "crystallized" and "fluid" abilities, and the notion of "culture-fair" tests are discussed.

Influence of family and school-level factors on age of sexual initiation.

Science.gov (United States)

White, Candace N; Warner, Lynn A

2015-02-01

This study examined the association of individual, family, and school-level characteristics with age of sexual initiation (ASI) and focused specifically on school context as a moderator of known predictors of ASI. Data are from Waves I and IV of the National Longitudinal Study of Adolescent Health (N = 10,596). Predictors include grade point average, physical development, attitudes about sex, likelihood of higher education, alcohol use, delinquency, family structure, parents' education level, childhood abuse, maternal approval of sex, parental monitoring, and parent-child relationship quality. School-level predictors are averages of adolescents' attitudes about sex and likelihood of higher education and parents' education. Hierarchical linear models run separately by sex were used to predict ASI. When school-level attitudes about sex are more favorable, both boys and girls report younger ASI, and school mean parental education attainment moderates the influence of individual adolescents' attitudes about sex on ASI. More of the predictors are significant for girls than boys, whereas perception of maternal and peer approval of sexual activity are the most salient predictors of younger ASI for boys. Results highlight the importance of school context for understanding adolescents' motivations for early ASI. Findings support the need for school-wide prevention interventions that engage adolescents, peers, and parents in addressing attitudes about early sex. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Gestational age and birth weight in relation to school performance of 10-year-old children: a follow-up study of children born after 32 completed weeks

DEFF Research Database (Denmark)

Kirkegaard, Ida; Obel, Carsten; Hedegaard, Morten

2006-01-01

BACKGROUND: Children born extremely premature (weight (weight. Much less is known about children of higher gestational ages and birth weights. We studied gestational age...... after 32 completed weeks and birth weight in relation to the child's school performance at the age of 10 years. METHODS: We performed a follow-up study of 5319 children born between January 1990 and June 1992. We got the information on birth weight and gestational age from birth registration forms; when...... the children were between 9 and 11 years of age, we gathered information about their school performance (reading, spelling, and arithmetic) from questionnaires completed by the parents and the children's primary school teachers. RESULTS: The association between birth weight and reading, as well as spelling...

Families created through surrogacy: Mother-child relationships and children’s psychological adjustment at age 7

Science.gov (United States)

Golombok, Susan; Readings, Jennifer; Blake, Lucy; Casey, Polly; Marks, Alex; Jadva, Vasanti

2011-01-01

Each year, an increasing number of children are born through surrogacy and thus lack a genetic and/or gestational link with their mother. This study examined the impact of surrogacy on mother-child relationships and children’s psychological adjustment. Assessments of maternal positivity, maternal negativity, mother-child interaction and child adjustment were administered to 32 surrogacy, 32 egg donation and 54 natural conception families with a 7-year-old child. No differences were found for maternal negativity, maternal positivity or child adjustment, although the surrogacy and egg donation families showed less positive mother-child interaction than the natural conception families. The findings suggest that both surrogacy and egg donation families function well in the early school years. PMID:21895360

Health maintenance in school-aged children: Part I. History, physical examination, screening, and immunizations.

Science.gov (United States)

Riley, Margaret; Locke, Amy B; Skye, Eric P

2011-03-15

The goals of the well-child examination in school-aged children (kindergarten through early adolescence) are promoting health, detecting disease, and counseling to prevent injury and future health problems. A complete history should address any concerns from the patient and family and screen for lifestyle habits, including diet, physical activity, daily screen time (e.g., television, computer, video games), hours of sleep per night, dental care, and safety habits. School performance can be used for developmental surveillance. A full physical examination should be performed; however, the U.S. Preventive Services Task Force recommends against routine scoliosis screening and testicular examination. Children should be screened for obesity, which is defined as a body mass index at or above the 95th percentile for age and sex, and resources for comprehensive, intensive behavioral interventions should be provided to children with obesity. Although the evidence is mixed regarding screening for hypertension before 18 years of age, many experts recommend checking blood pressure annually beginning at three years of age. The American Academy of Pediatrics recommends vision and hearing screening annually or every two years in school-aged children. There is insufficient evidence to recommend screening for dyslipidemia in children of any age, or screening for depression before 12 years of age. All children should receive at least 400 IU of vitamin D daily, with higher doses indicated in children with vitamin D deficiency. Children who live in areas with inadequate fluoride in the water (less than 0.6 ppm) should receive a daily fluoride supplement. Age-appropriate immunizations should be given, as well as any missed immunizations.

And still WE rise: Parent-child relationships, resilience, and school readiness in low-income urban Black families.

Science.gov (United States)

Anderson, Riana Elyse

2018-02-01

The Family Stress Model acknowledges forms of resilience in the face of hardship; however, few studies have emerged on the potentially positive role of familial relationships in the academic, psychological, and prosocial success of impoverished Black children. The current study evaluates how parent-child relationship conflict and financial stress are associated with children's school readiness (i.e., academic, psychosocial, and socioemotional indicators). Latent profile analyses, incorporating financial stress, general stress, and parent-child relationship variables were used to test whether varying family stress profiles differentially predicted children's school readiness in Black families with children entering kindergarten (N = 292). Findings revealed 4 latent classifications with profiles of low, moderate, moderate/high, and high/moderate stress and conflict variables, respectively. Whereas the low-profile was associated with the most desirable school readiness indicators overall, children in the high/moderate-profile were rated as significantly more psychosocially and socioemotionally prepared for school than their moderate/high-profile counterparts. Families with less conflictual parent-child relationships had more optimal school readiness relative to families with higher conflict and less financial strain. The findings of the current study have the potential to contribute to theories of poverty and parent-child relationships, as well as guide therapeutic services focused on family relationships through school- and community-related programs for impoverished urban Black youth and their families. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Systematic Review of Universal Resilience-Focused Interventions Targeting Child and Adolescent Mental Health in the School Setting.

Science.gov (United States)

Dray, Julia; Bowman, Jenny; Campbell, Elizabeth; Freund, Megan; Wolfenden, Luke; Hodder, Rebecca K; McElwaine, Kathleen; Tremain, Danika; Bartlem, Kate; Bailey, Jacqueline; Small, Tameka; Palazzi, Kerrin; Oldmeadow, Christopher; Wiggers, John

2017-10-01

To examine the effect of universal, school-based, resilience-focused interventions on mental health problems in children and adolescents. Eligible studies were randomized controlled trials (RCTs) of universal, school-based interventions that included strategies to strengthen a minimum of 3 internal resilience protective factors, and included an outcome measure of mental health problems in children and adolescents aged 5 to 18 years. Six databases were searched from 1995 to 2015. Results were pooled in meta-analyses by mental health outcome (anxiety symptoms, depressive symptoms, hyperactivity, conduct problems, internalizing problems, externalizing problems, and general psychological distress), for all trials (5-18 years). Subgroup analyses were conducted by age (child: 5-10 years; adolescent: 11-18 years), length of follow-up (short: post-≤12 months; long: >12 months), and gender (narrative). A total of 57 included trials were identified from 5,984 records, with 49 contributing to meta-analyses. For all trials, resilience-focused interventions were effective relative to a control in reducing 4 of 7 outcomes: depressive symptoms, internalizing problems, externalizing problems, and general psychological distress. For child trials (meta-analyses for 6 outcomes), interventions were effective for anxiety symptoms and general psychological distress. For adolescent trials (meta-analyses for 5 outcomes), interventions were effective for internalizing problems. For short-term follow-up, interventions were effective for 2 of 7 outcomes: depressive symptoms and anxiety symptoms. For long-term follow-up (meta-analyses for 5 outcomes), interventions were effective for internalizing problems. The findings may suggest most promise for using universal resilience-focused interventions at least for short-term reductions in depressive and anxiety symptoms for children and adolescents, particularly if a cognitive-behavioral therapy-based approach is used. The limited number of

Association between maternal age at childbirth and child and adult outcomes in the offspring: a prospective study in five low-income and middle-income countries (COHORTS collaboration).

Science.gov (United States)

Fall, Caroline H D; Sachdev, Harshpal Singh; Osmond, Clive; Restrepo-Mendez, Maria Clara; Victora, Cesar; Martorell, Reynaldo; Stein, Aryeh D; Sinha, Shikha; Tandon, Nikhil; Adair, Linda; Bas, Isabelita; Norris, Shane; Richter, Linda M

2015-07-01

Both young and advanced maternal age is associated with adverse birth and child outcomes. Few studies have examined these associations in low-income and middle-income countries (LMICs) and none have studied adult outcomes in the offspring. We aimed to examine both child and adult outcomes in five LMICs. In this prospective study, we pooled data from COHORTS (Consortium for Health Orientated Research in Transitioning Societies)-a collaboration of five birth cohorts from LMICs (Brazil, Guatemala, India, the Philippines, and South Africa), in which mothers were recruited before or during pregnancy, and the children followed up to adulthood. We examined associations between maternal age and offspring birthweight, gestational age at birth, height-for-age and weight-for-height Z scores in childhood, attained schooling, and adult height, body composition (body-mass index, waist circumference, fat, and lean mass), and cardiometabolic risk factors (blood pressure and fasting plasma glucose concentration), along with binary variables derived from these. Analyses were unadjusted and adjusted for maternal socioeconomic status, height and parity, and breastfeeding duration. We obtained data for 22 188 mothers from the five cohorts, enrolment into which took place at various times between 1969 and 1989. Data for maternal age and at least one outcome were available for 19 403 offspring (87%). In unadjusted analyses, younger (≤19 years) and older (≥35 years) maternal age were associated with lower birthweight, gestational age, child nutritional status, and schooling. After adjustment, associations with younger maternal age remained for low birthweight (odds ratio [OR] 1·18 (95% CI 1·02-1·36)], preterm birth (1·26 [1·03-1·53]), 2-year stunting (1·46 [1·25-1·70]), and failure to complete secondary schooling (1·38 [1·18-1·62]) compared with mothers aged 20-24 years. After adjustment, older maternal age remained associated with increased risk of preterm birth (OR 1

Nurses' use of pliable and directed strategies when encountering children in child and school healthcare.

Science.gov (United States)

Harder, Maria; Enskär, Karin; Golsäter, Marie

2017-03-01

Nurses in Swedish child and school healthcare need to balance their assignment of promoting children's health and development based on the national health-monitoring programme with their responsibility to consider each child's needs. In this balancing act, they encounter children through directed and pliable strategies to fulfil their professional obligations. The aim of this study was to analyse the extent to which nurses use different strategies when encountering children during their recurrent health visits throughout childhood. A quantitative descriptive content analysis was used to code 30 video recordings displaying nurses' encounters with children (3-16 years of age). A constructed observation protocol was used to identify the codes. The results show that nurses use pliable strategies (58%) and directed strategies (42%) in encounters with children. The action they use the most within the pliable strategy is encouraging (51%), while in the directed strategy, the action they use most is instructing (56%). That they primarily use these opposing actions can be understood as trying to synthesize their twofold assignment. However, they seem to act pliably to be able to fulfil their public function as dictated by the national health-monitoring programme, rather than to meet each child's needs.

Do Effects of Early Child Care Extend to Age 15 Years? Results from the NICHD Study of Early Child Care and Youth Development

Science.gov (United States)

Vandell, Deborah Lowe; Belsky, Jay; Burchinal, Margaret; Steinberg, Laurence; Vandergrift, Nathan

2010-01-01

Relations between nonrelative child care (birth to 4 1/2 years) and functioning at age 15 were examined (N = 1,364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15, with…

Child health, child education.

Science.gov (United States)

Rao, A R

1989-06-01

Although child survival programs may help to increase the life span of poor children in developing countries such as India, the quality of life will remain unchanged unless the value of involving children in health education efforts is recognized. The primary health care strategy seeks to involve children and communities in making decisions and taking actions to improve their health. Children can be engaged in the learning process through activities such as helping to care for younger siblings, educating children of their own age who are not attending school, and spreading preventive health messages to their homes and communities. Numerous studies have confirmed that children are easily motivated to play such roles and have the desire to transfer their knowledge to others; however, it is essential that health education messages are appropriate for the level of the child. Specific messages with tested effectiveness in child-to-child programs include accident prevention, dental hygiene, neighborhood hygiene, use of oral rehydration in cases of diarrhea, recognition of signs of major illness, care of sick children, use of play and mental stimulation to enhance children's development, and the making of toys and games to aid growth. Children can further be instructed to identify peers with sight and hearing problems as well as those with nutritional deficiencies. In the Malvani Project in Bombay, children are given responsibility for the health care of 3-4 families in their neighborhood. In the NCERT Project in New Delhi, children are organizing artistic exhibitions and plays to convey health messages to their peers who are not in school. Also in New Delhi, the VHAI Project has enlisted children in campaigns to prevent diarrhea and dehydration, smoking, and drug use.

Role conflict and ambivalence in the aged-parent-adult-child relationship

Directory of Open Access Journals (Sweden)

Xinjia Yu

2017-06-01

Full Text Available Purpose – The parent-child relationship is important to the solidarity of families and the emotional well-being of family members. Since people are more dependent on their close social relationships as they age, understanding the quality of relationships between aged parents and their adult children is a critical topic. Previous research shows that this relationship is complicated with both kinship and ambivalence. However, there is little research on the causes of this complexity. This paper proposes a role model to explain this complexity by studying the leadership transition within a family as the child grows. Design/methodology/approach – In this paper, we proposed a novel perception to understand this transition process and explain related problems based on the analysis of the leader-follower relationship between the parents and their children. Findings – When a child is born, his/her parents become the leader of this family because of their abilities, responsibilities and the requirements of the infant. This leader-follower role structure will last a long time in this family. Decades later, when the parents become old and the child grows up, the inter-generational contracts within the family and the requirement of each members change. This transition weakens the foundation of the traditional leader-follower role structure within the family. If either the parent or the child does not want to accept their new roles, both of them will suffer and struggle in this relationship. This role conflict will cause ambivalence in the relationship between aged parents and their adult children. Originality/value – Based on the quantitative study model provided in this paper, we can moderate the relationships between aged parents and their adult children. This effort is meaningful in enhancing the quality of life and emotional wellbeing for senior citizens.

Child labour in Zaria, Nigeria | Aliyu | Annals of African Medicine

African Journals Online (AJOL)

Background/Objective: Method: The study involved the administration of questionnaires to all children aged 5-15 years engaged in child labour in Zaria city in order to obtain data on socio-demographic characteristics, socio-economic factors influencing child labour, impact on health status and school attendance and ...

Pinellas Plant: Child Care/Partnership School safety assessment

Energy Technology Data Exchange (ETDEWEB)

NONE

1989-11-01

The Albuquerque Operations Office through the Pinellas Plant Area Office is involved in a joint venture to establish a Partnership School and a Day Care Facility at the Plant. The venture is unique in that it is based on a partnership with the local county school system. The county school system will provide the teachers, supplies and classroom furnishings for the operation of the school for pre-kindergarten, kindergarten, first and second grade during regular school hours. The Government will provide the facility and its normal operating and maintenance costs. A Day Care Facility will also be available for children from infancy through the second grade for outside school hours. The day care will be operated as a non-profit corporation. Fees paid by parents with children in the day care center will cove the cost of staff, food, supplies and liability insurance. Again, the government will provide the facility and its normal operating and maintenance costs. Between 75 and 90 children are expected in the first year of operation. The Partnership School will consist of one class each for pre-kindergarten, kindergarten and first grade. Second grade will be added in 1990. The total estimated number of children for both the Child Care and Partnership School should not exceed 200 children. Expected benefits include reduced absenteeism, tardiness and turnover and thus increased productivity. The program will be an asset in recruiting and retaining the best workforce. Other benefits include improved education for the children.

The internal structure of foster-parent completed SDQ for school-aged children.

Science.gov (United States)

Lehmann, Stine; Bøe, Tormod; Breivik, Kyrre

2017-01-01

Mental health problems are common in foster-children, and tools to measure the mental health of these children are needed. One candidate instrument is the Strengths and Difficulties Questionnaire (SDQ), a measure of child psychological adjustment that is increasingly being employed by Child Protection services. The aim of the current study was to examine the structural validity of the foster parent completed SDQ in a sample of 237 school aged foster children. Confirmatory factor analysis demonstrated an excellent fit of the foster parent completed SDQ data to a five-factor model (CFI = 0.96, RMSEA = 0.05, 90% CI [0.04, 0.06]), thus confirming the structural validity of the five-factor model for the parent-version of the SDQ in Norwegian foster children. Measurement invariance analyses indicated that boys had lower thresholds for fighting with or bullying other children than girls. Girls were on their side more likely to be rated as less popular than boys with a similar level of peer problems.

Girl child and social change.

Science.gov (United States)

Seth, P

1995-01-01

This article discusses the state of social change and the disparity between India's Constitutional aims and actual practice in addressing gender inequality and the special risks of female children in India. The second part of this article summarizes Constitutional articles and laws relating to protection of women and a girl child. Before birth, a female child is at risk of fetal death. A woman is at risk of poorly performed abortions and maternal mortality. After birth, a girl child is at risk of child care of younger siblings, housework, lack of education, wage work for the household, sexual abuse, vulnerability at work or school or on the street, murder by her parents, abuse, malnutrition, and desertion. The SAARC summit declared 1990 the Year of the Girl Child. UN conventions and a world summit focused on the Rights of the Child. A child has a right to freedom from exploitation, neglect and abuse, and access to food, health care, and education. Articles 14, 15, and 16 of India's Constitution guarantee protection from discrimination on grounds of religion, race, caste, sex, or place of birth and equality of opportunity in public employment. Article 23 prohibits trafficking in humans and forced labor. Article 24 prohibits child labor under the age of 14 years. Article 39 assures an adequate means of livelihood, equal pay, and protection from child abuse and economic pressure to work in jobs unsuitable to a child's age and strength. Article 45 provides for free and compulsory education up to 14 years of age. Article 51 prohibits derogatory practices against women. Article 325 and 326 prohibits sex discrimination. Other laws pertain to dowry, marriage age, prostitution, abortion, juvenile justice, kidnapping, obscenity, procurement of a minor, sexual offenses, divorce and child support, child care, maternity benefits, and cruelty by a husband or relatives. The girl child in India continues to live in perpetual threat, both physiological and psychological.

'Mixed blessings': parental religiousness, parenting, and child adjustment in global perspective.

Science.gov (United States)

Bornstein, Marc H; Putnick, Diane L; Lansford, Jennifer E; Al-Hassan, Suha M; Bacchini, Dario; Bombi, Anna Silvia; Chang, Lei; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A; Malone, Patrick S; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Tirado, Liliana Maria Uribe; Zelli, Arnaldo; Alampay, Liane Peña

2017-08-01

Most studies of the effects of parental religiousness on parenting and child development focus on a particular religion or cultural group, which limits generalizations that can be made about the effects of parental religiousness on family life. We assessed the associations among parental religiousness, parenting, and children's adjustment in a 3-year longitudinal investigation of 1,198 families from nine countries. We included four religions (Catholicism, Protestantism, Buddhism, and Islam) plus unaffiliated parents, two positive (efficacy and warmth) and two negative (control and rejection) parenting practices, and two positive (social competence and school performance) and two negative (internalizing and externalizing) child outcomes. Parents and children were informants. Greater parent religiousness had both positive and negative associations with parenting and child adjustment. Greater parent religiousness when children were age 8 was associated with higher parental efficacy at age 9 and, in turn, children's better social competence and school performance and fewer child internalizing and externalizing problems at age 10. However, greater parent religiousness at age 8 was also associated with more parental control at age 9, which in turn was associated with more child internalizing and externalizing problems at age 10. Parental warmth and rejection had inconsistent relations with parental religiousness and child outcomes depending on the informant. With a few exceptions, similar patterns of results held for all four religions and the unaffiliated, nine sites, mothers and fathers, girls and boys, and controlling for demographic covariates. Parents and children agree that parental religiousness is associated with more controlling parenting and, in turn, increased child problem behaviors. However, children see religiousness as related to parental rejection, whereas parents see religiousness as related to parental efficacy and warmth, which have different

Parenting style and child-feeding behaviour in predicting children's weight status change in Taiwan.

Science.gov (United States)

Tung, Ho-Jui; Yeh, Ming-Chin

2014-05-01

The prevalence of overweight and obesity among children is on the rise worldwide. Prior studies find that parents' child-feeding practices are associated with child weight status and the efficacy of specific parental child-feeding practices can be moderated by parenting styles. In the current longitudinal study, we examined the associations between child-feeding practices and weight status changes over 1 year among a sample of school-aged children in Taiwan. In autumn 2008, a child-feeding questionnaire and parenting-style questionnaire were administered to parents of the second and fourth graders in an elementary school in Taiwan. The weight and height of the students were measured by a trained school nurse in 2008 and again in 2009. An elementary school in central Taiwan. A total of 465 parent-child pairs were included in the analysis. Using a gender- and age-adjusted BMI classification scheme issued by the Taiwan Department of Health, 29·2 % of the students were considered overweight at the 2009 measurement. Controlling for 2008 weight status revealed moderating effects of parenting style on the relationship between child-feeding practices and child weight status. Both authoritative and authoritarian mothers might monitor their children's dietary intake; however, the effectiveness of this practice was better, in terms of weight status control, among the authoritative mothers. Findings suggest that parenting styles have a moderating effect on specific parental child-feeding practices. Parenting styles and parent's feeding practices could be an important focus for future public health interventions addressing the rising childhood obesity epidemic.

Childhood overweight and obesity among Kenyan pre-school children: association with maternal and early child nutritional factors.

Science.gov (United States)

Gewa, Constance A

2010-04-01

To report on the prevalence of overweight and obesity among pre-school children in Kenya and examine the associations between childhood overweight and selected maternal and child-related factors. Demographic Health Survey data, multistage stratified cluster sampling methodology. Rural and urban areas of Kenya. A total of 1495 children between the ages of 3 and 5 years in Kenya. Over 30 % of the children were stunted, approximately 16 % were underweight, 4 % were wasted, approximately 18 % were overweight and 4 % were obese; 8 % were both overweight/obese and stunted. Maternal overweight and obesity, higher levels of maternal education, being a large or very large child at birth, and being stunted were each associated with higher odds of overweight and obesity among Kenyan children. Older children and large household size were each associated with lower odds of overweight and obesity among Kenyan children. The analysis demonstrates the presence of under- and overnutrition among Kenyan pre-school children and the importance of focusing on expanding efforts to prevent and treat malnutrition within this population. It also identifies some of the modifiable factors that can be targeted in these efforts.

A long-Segmental Vascular Malformation in the Small Bowel Presenting With Gastrointestinal Bleeding in a Preschool-Aged Child

International Nuclear Information System (INIS)

Lee, Yeoun Joo; Hwang, Jae-Yeon; Cho, Yong Hoon; Kim, Yong-Woo; Kim, Tae Un; Shin, Dong Hoon

2016-01-01

Gastrointestinal (GI) bleeding in pediatric patients has several causes. Vascular malformation of the small bowel is a rare disease leading to pediatric GI bleeding. To our knowledge, few reports describe ultrasound and computed tomography findings of venous malformations involving the small bowel. We present a case of long-segmental and circumferential vascular malformation that led to GI bleeding in a pre-school aged child, focusing on the radiologic findings. Although vascular malformation including of the GI tract is rare in children, it should be considered when GI bleeding occurs in pediatric patients

[Child sexual abuse: a study among 892 female students of a medical school].

Science.gov (United States)

Chen, Jing-qi; Han, Ping; Dunne, Michael P

2004-01-01

This study was designed to ascertain the prevalence of child sexual abuse (CSA) among female students of a medical school and to explore the impact of CSA on the mental health and health related risk behaviors of the victims being sexually abused and to provide useful reference for CSA prevention. A cross-sectional survey was carried out among 892 female students from a medical school by anonymous self-administered questionnaire during Oct. 2002. The questionnaire used for this study mainly included (1) general demographic information; (2) sexual experiences; (3) 12 forms of CSA. In this study, cases of CSA were defined as those who answered positively to one or more of the 12 questions relating to childhood sexual experiences (including non-physical contact CSA and physical contact CSA) occurring before age 16 with a person when a child did not want to. (4) Center for Epidemiologic Studies (CES)-Depression Scale; (5) Self Esteem Scale; (6) Risk Behaviors; (7) Health status' self-evaluation. Survey procedures were designed to protect students' privacy by allowing anonymous and voluntary participation. Students were seated separately, completed the self-administered questionnaire in their classrooms during a regular class period. Respondents were encouraged to participate in this survey, but given the sensitive nature of the subject, they could skip portion of the questionnaire if they were not comfortable with the questions. The completed questionnaires were sealed in envelopes by students themselves (the envelope was distributed with questionnaire at the same time), and then collected together. Data were analysed by using the Statistical Package for the Social Sciences software. Frequency, percentage, Chi-square test and t-test of statistics were used to analyze the CSA prevalence and explore the influence of CSA on mental health of students. Among 892 female students, 25.6% reported having experienced CSA (any one of 12 forms non-physical contact and physical

Exposure to violence among urban school-aged children: is it only on television?

Science.gov (United States)

Purugganan, O H; Stein, R E; Silver, E J; Benenson, B S

2000-10-01

To measure exposure to different types of violence among school-aged children in a primary care setting. Child interviews using an instrument measuring 4 types of exposure (direct victimization, witnessing, hearing reports, media). Violent acts measured include being beaten up, chased/threatened, robbed/mugged, stabbed/shot, killed. Pediatric primary care clinic of large urban hospital. Convenience sample of 175 children 9-12 years old and their mothers. A total of 53% of the children were boys, 55% were Hispanic, and 40% received public assistance. All children had been exposed to media violence. A total of 97% (170/175) had been exposed to more direct forms of violence; 77% had witnessed violence involving strangers; 49% had witnessed violence involving familiar persons; 49% had been direct victims; and 31% had witnessed someone being shot, stabbed, or killed. Exposure to violence was significantly associated with being male. Most school-aged children who visited a pediatric primary care clinic of a large urban hospital had directly experienced violence as witnesses and/or victims.

[Mother-child agreement regarding the depressive symptoms and the quality of life of the child and its influencing factors in children with and without depression].

Science.gov (United States)

Kiss, Eniko

2010-01-03

Mother-child agreement and influencing factors were studied in depressed and non-depressed children. We hypothesized that age and gender of the child and maternal depression influenced mother-child agreement; parents of depressed children underestimated the quality of life of their children; agreement was better in older and non-depressed children. We studied depressed children with Major Depressive Disorder (n = 354, mean age = 11.69 +/- 2.05 years), and non-depressed school-age children (n = 1695, mean age = 10.34 +/- 2.19 years). Psychiatric diagnosis was obtained by a semi-structured interview; depressive symptoms and quality of life were measured by self-reported questionnaires. Mother-child agreement about depressive symptoms increased as children got older. Mother-son reports showed significant difference, mother-daughter reports were similar. Depressed mothers reported more serious symptoms for their children. Depressed children's parent rated lower quality of life than children for themselves. Agreement was influenced by depression of the child and only marginally by age. Age and psychiatric illness of the examined person influences agreement, which finding may well be important in practice.

Kindergarten Child Care Experiences and Child Achievement and Socioemotional Skills

Science.gov (United States)

Claessens, Amy

2012-01-01

Young children's experiences outside of both home and school are important for their development. As women have entered the labor force, child care has become an increasingly important context for child development. Child care experiences prior to school entry have been well-documented as important influences on children's academic and…

Associations between prenatal cigarette smoke exposure and externalized behaviors at school age among Inuit children exposed to environmental contaminants.

Science.gov (United States)

Desrosiers, Caroline; Boucher, Olivier; Forget-Dubois, Nadine; Dewailly, Eric; Ayotte, Pierre; Jacobson, Sandra W; Jacobson, Joseph L; Muckle, Gina

2013-01-01

Smoking during pregnancy is common among Inuit women from the Canadian Arctic. Yet prenatal cigarette smoke exposure (PCSE) is seen as a major risk factor for childhood behavior problems. Recent data also suggest that co-exposure to neurotoxic environmental contaminants can exacerbate the effects of PCSE on behavior. This study examined the association between PCSE and behavior at school age in a sample of Inuit children from Nunavik, Québec, where co-exposure to environmental contaminants is also an important issue. Interactions with lead (Pb) and mercury (Hg), two contaminants associated with behavioral problems, were also explored. Participants were 271 children (mean age=11.3years) involved in a prospective birth-cohort study. PCSE was assessed through maternal recall. Assessment of child behavior was obtained from the child's classroom teacher on the Teacher Report Form (TRF) and the Disruptive Behavior Disorders Rating Scale (DBD). Exposure to contaminants was assessed from umbilical cord and child blood samples. Other confounders were documented by maternal interview. After control for contaminants and confounders, PCSE was associated with increased externalizing behaviors and attention problems on the TRF and higher prevalence of attention deficit hyperactivity disorder (ADHD) assessed on the DBD. No interactions were found with contaminants. This study extends the existing empirical evidence linking PCSE to behavioral problems in school-aged children by reporting these effects in a population where tobacco use is normative rather than marginal. Co-exposure to Pb and Hg do not appear to exacerbate tobacco effects, suggesting that these substances act independently. © 2013. Published by Elsevier Inc. All rights reserved.

How the Whole School, Whole Community, Whole Child Model Works: Creating Greater Alignment, Integration, and Collaboration between Health and Education

Science.gov (United States)

Chiang, Rachelle Johnsson; Meagher, Whitney; Slade, Sean

2015-01-01

Background: The Whole School, Whole Community, Whole Child (WSCC) model calls for greater collaboration across the community, school, and health sectors to meet the needs and support the full potential of each child. This article reports on how 3 states and 2 local school districts have implemented aspects of the WSCC model through collaboration,…

Effects of Parent-Child Relationship on the Primary School Children's Non-Violence Position Formation

Science.gov (United States)

Valeeva, Roza A.; Kalimullin, Aydar M.

2016-01-01

The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well…

Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

Science.gov (United States)

Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

2006-01-01

This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

Maternal age at child birth, birth order, and suicide at a young age: a sibling comparison.

Science.gov (United States)

Bjørngaard, Johan Håkon; Bjerkeset, Ottar; Vatten, Lars; Janszky, Imre; Gunnell, David; Romundstad, Pål

2013-04-01

Previous studies have reported strong associations between birth order, maternal age, and suicide, but these results might have been confounded by socioeconomic and other factors. To control for such factors, we compared suicide risk between siblings and studied how maternal age at child birth and birth order influenced risk in a cohort study of 1,690,306 Norwegians born in 1967-1996 who were followed up until 2008. Using stratified Cox regression, we compared suicide risk within families with 2 or more children in which one died from suicide. Altogether, 3,005 suicides occurred over a mean follow-up period of 15 years; 2,458 of these suicides occurred among 6,741 siblings within families of 2 or more siblings. Among siblings, a higher position in the birth order was positively associated with risk; each increase in birth order was associated with a 46% (adjusted hazard ratio = 1.46, 95% confidence interval: 1.29, 1.66) higher risk of suicide. For each 10-year increase in maternal age at child birth, the offspring's suicide risk was reduced by 57% (adjusted hazard ratio = 0.43, 95% confidence interval: 0.30, 0.62). Our study suggests that confounding due to familial factors is not likely to explain the associations of birth order and maternal age at child birth with suicide risk.

Impact of Inuit customary adoption on behavioral problems in school-age Inuit children.

Science.gov (United States)

Decaluwe, Béatrice; Jacobson, Sandra W; Poirier, Marie-Andrée; Forget-Dubois, Nadine; Jacobson, Joseph L; Muckle, Gina

2015-05-01

A large proportion of Inuit children in Arctic Quebec are adopted in accordance with traditional Inuit customs. In contrast to adoptions in Southern Canada and the United States, the child is adopted at birth and by a close family member; he or she knows who his or her biological parents are, and will typically have contact with them. Studies of other populations have reported an increased incidence of behavior problems in adopted compared with nonadopted children. This study examined the actual extent of the increase in the number of behavior problems seen in Inuit children adopted in accordance with traditional customs. In a prospective longitudinal study conducted in the Canadian Arctic (n = 46 adopted and 231 nonadopted children), prenatal and familial variables were documented at birth and at school age (M = 11.3 years). Behavior problems were assessed on the Teacher Report Form of the Child Behavior Checklist. Adopted children lived in more economically disadvantaged families, but their caregivers were less prone to depression, domestic violence, or alcohol abuse compared with those of the nonadopted children. The adoption status was not related to the teacher's report of attention problems, externalizing or internalizing behaviors, after controlling for confounders. Despite less favorable socioeconomic circumstances, a higher extent of behavioral problems was not seen at school age in Inuit children adopted at birth by a family member. Psychosocial stressors associated with adoption are more likely to be responsible for an association with higher levels of childhood behavior problems rather than adoption per se. (c) 2015 APA, all rights reserved).

Effects of prenatal cocaine exposure on special education in school-aged children.

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Levine, Todd P; Liu, Jing; Das, Abhik; Lester, Barry; Lagasse, Linda; Shankaran, Seetha; Bada, Henrietta S; Bauer, Charles R; Higgins, Rosemary

2008-07-01

The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates. As part of the prospective, longitudinal, multisite study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal, and infant medical variables as covariates, as well as with and without low child IQ. Complete data for each analysis model were available for 737 to 916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birth weight, white race, and low child IQ also predicted individualized education plan. Low birth weight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates. Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birth weight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population.

Hoarseness in School-Aged Children and Effectiveness of Voice Therapy in International Classification of Functioning Framework.

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Akın Şenkal, Özgül; Özer, Cem

2015-09-01

The hoarseness in school-aged children disrupts the educational process because it affects the social progress, communication skills, and self-esteem of children. Besides otorhinolaryngological examination, the first treatment option is voice therapy when hoarseness occurs. The aim of the study was to determine the factors increasing the hoarseness in school-aged children by parental interview and to know preferable voice therapy on school-aged children within the frame of International Classification of Functioning (ICF). Retrospective analysis of data gathered from patient files. A total of 75 children (56 boys and 19 girls) were examined retrospectively. The age range of school-aged children is 7-14 years and average is 10.86 ± 2.51. A detailed history was taken from parents of children involved in this study. Information about vocal habits of children was gathered within the frame of ICF and then the voice therapies of children were started by scheduling appointments by an experienced speech-language pathologist. The differences between before and after voice therapy according to applied voice therapy methods, statistically significant differences were determined between maximum phonation time values and s/z rate. The relationship between voice therapy sessions and s/z rate with middle degree significance was found with physiological voice therapy sessions. According to ICF labels, most of voice complaints are matching with "body functions" and "activity and limitations." The appropriate voice therapy methods for hoarseness in school-aged children must be chosen and applied by speech-language therapists. The detailed history, which is received from family during the examination, within the frame of ICF affects the processes of choosing the voice therapy method and application of them positively. Child's family is very important for a successful management. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Low back pain in school-age children: risk factors, clinical features and diagnostic managment.

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Boćkowski, L; Sobaniec, W; Kułak, W; Smigielska-Kuzia, J; Sendrowski, K; Roszkowska, M

2007-01-01

Low back pain (LBP) is common in adult population, and it is becoming a serious health concern in adolescents. On surveys, about every fifth child in the school-age reports LBP. The study objective was to analysis the natural history, risk factors, clinical symptoms, causes and diagnostic management in school-age children hospitalized with LBP. The study group consisted of 36 patients at the age between 10 and 18 years, 22 girls and 14 boys suffering from LBP hospitalized in our Department of Pediatric Neurology and Rehabilitation in years 2000-2004. The mean age of clinical onset of LBP in our group was 14.7 years, earlier in girls, later in boys. We find the family history of LBP in 50% children. Most frequent factors associated with LBP were: spina bifida (16.7%) and incorrect posture (13.9%). Half of patients pointed the factor initialising LBP: rapid, incoordinated move (39%) or heavy load rise (11%). 58% of patients present the symptoms of ischialgia. Diagnostic imaging showed disc protrusion in 11 children (31%) 6 in computed tomography, 4 in magnetic resonance imaging and 1 in X-Ray examination only. Other causes of LBP included: spondylolysis in 2 patients, Scheuermann disease in one case and juvenile reumatoid arthritis in one case. Some school-age children suffering on low back pain, particulary with sciatic neuralgia symptoms seek medical care in hospital. Althought the main causes are mechanical, associated with lack of physical activity or strenous exercise, serious diagnostic managment is strongly recommended.

Seasonality affects dietary diversity of school-age children in northern Ghana.

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Abdul-Razak Abizari

Full Text Available Dietary diversity score (DDS is relatively easy to measure and is shown to be a very useful indicator of the probability of adequate micronutrient intake. Dietary diversity, however, is usually assessed during a single period and little is known about the effect of seasonality on it. This study investigates whether dietary diversity is influenced by seasonality.Two cross-sectional surveys were conducted in two different seasons-dry season (October 2010 and rainy season (May 2011 among the same school-age children (SAC in two rural schools in northern Ghana. The study population consisted of 228 school-age children. A qualitative 24-hour dietary recall was conducted in both seasons. Based on 13 food groups, a score of 1 was given if a child consumed a food item belonging to a particular food group, else 0. Individual scores were aggregated into DDS for each child. Differences in mean DDS between seasons were compared using linear mixed model analysis.The dietary pattern of the SAC was commonly plant foods with poor consumption of animal source foods. The mean DDS was significantly higher (P < 0.001 in the rainy season (6.95 ± 0.55 compared to the dry season (6.44 ± 0.55 after adjusting for potential confounders such as age, sex, occupation (household head and mother and education of household head. The difference in mean DDS between dry and rainy seasons was mainly due to the difference in the consumption of Vitamin A-rich fruits and vegetables between the seasons. While vitamin A-rich fruits (64.0% vs. 0.9%; P < 0.0001 and vitamin A rich dark green leafy vegetables (52.6% vs. 23.3%, P < .0001 were consumed more during the rainy season than the dry season, more children consumed vitamin A-rich deep yellow, orange and red vegetables during the dry season than during the rainy season (73.7% vs. 36.4%, P <0.001.Seasonality has an effect on DDS and may affect the quality of dietary intake of SAC; in such a context, it would be useful to measure DDS

Student, Home, and School Socio-Demographic Factors: Links to School, Home, and Community Arts Participation

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Mansour, Marianne; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Liem, Gregory Arief D.; Sudmalis, David

2016-01-01

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance,…

Feasibility of microcoria optometry in screening for ametropia in school-age children

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Zhe Su

2015-07-01

Full Text Available AIM:To discuss the feasibility of microcoria optometry in screening for children ametropia. METHODS: Totally 217 school-age children were selected, included 94 first-grade students(6～8 years oldand 123 fourth-grade students(9～12 years old. Refractive diopter was measured with automatic refractor RM-8000 to evaluate the accuracy of micocoria optometry in screening ametropia. RESULTS: After cycloplegia, both the mean sphere diopter and cylinder diopter in grade one students changed significantly(PPP>0.05in grade four students. Different refractive type: before and after mydriasis spherical myopia, spherical equivalent difference was 0.263±0.618 and 0.216±0.653D, with statistical significance(PP=0.000. The lenticular difference between the two groups were not statistically different(P>0.05. Choosing small pupil computer optometry for ≤-1.00D, ≥-0.50D child myopia or hyperopia could get more accurate value of diagnostic cutoffs, Youden index was 0.672 and 0.580.CONCLUSION: Microcoria optometry can be as a effective method of screening of children with ametropia, but if for optometry, school-age children must accept mydriasis.

[Nasopharyngeal carriage of pneumococcal serotypes in healthy pre-school aged children after 7-valent pneumococcal vaccine].

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García-Vera, César; Ruiz Andrés, María Ángeles; Arana Navarro, Teresa; Moneo Hernández, Isabel; Castillo Laita, José Antonio; Macipe Costa, Rosa; Revillo Pinilla, María José

2011-06-11

To determine the characteristics influencing pneumococcal serotype colonization in healthy pre-school aged children, the distribution of serotypes and their antimicrobial susceptibility, after the introduction of pneumococcal 7-valent conjugate vaccine (VNC-7 v). SUJETOS AND METHODS: Nasopharyngeal samples were collected from children under 6 years of age attending well-child examinations in the province of Zaragoza (Spain). Logistic regression was used to study different variables related to the status of the carriers. Of the 371 children studied 30.7% were found to be carriers. With a vaccine coverage rate of 66%, factors related with presence of pneumococcal carriage were found to be the number of siblings (OR 1.44; CI 95% 1.05-1.97 for each sibling), attending a school or child day care centre (OR 3.99; CI 95% 2.00-7.96) and suffering from a minor upper respiratory tract infection (URTI) (OR 1.72; CI 95% 1.02-2.90). Only 8.7% corresponded to VNC-7 v serotypes. The most common non VNC-7 v serotypes isolated were 19A, 6A, 15B, 11, and 15A. Significantly greater resistance was detected among VNC-7 v serotypes. Children in the setting of this study carried pneumococci more commonly when they have siblings, attend school or day care, or suffer from minor URTI. In the VNC-7 v vaccine era, VNC-7 v serotypes have become rare occurrences (8.7%) and emerging serotypes present better susceptibility to antibiotics. Copyright © 2010 Elsevier España, S.L. All rights reserved.

Mothers' and fathers' support for child autonomy and early school achievement.

Science.gov (United States)

2008-07-01

Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions to children's reading and math achievement at Grade 3 (controlling for demographic variables), children's reading and math abilities at 54 months, and children's level of effortful control at 54 months and that these associations would be mediated by the level of and changes over time in children's observed self-reliance in the classroom from Grades 1 through 3. The authors found that mothers' and fathers' support for autonomy were significantly and uniquely associated with children's Grade 3 reading and math achievement with the above controls, but only for boys. For boys, the effect of mothers' support for child autonomy was mediated by higher self-reliance at Grade 1 and of fathers' support for child autonomy by greater increases in self-reliance from Grades 1 through 3.

Child-Mediated Stroke Communication: findings from Hip Hop Stroke.

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Williams, Olajide; DeSorbo, Alexandra; Noble, James; Gerin, William

2012-01-01

Low thrombolysis rates for acute ischemic stroke are linked to delays in seeking immediate treatment due to low public stroke awareness. We aimed to assess whether "Child-Mediated Stroke Communication" could improve stroke literacy of parents of children enrolled in a school-based stroke literacy program called Hip Hop Stroke. Parents of children aged 9 to 12 years from 2 public schools in Harlem, New York City, were recruited to participate in stroke literacy questionnaires before and after their child's participation in Hip Hop Stroke, a novel Child-Mediated Stroke Communication intervention delivered in school auditoriums. Parental recall of stroke information communicated through their child was assessed 1-week after the intervention. Fifth and sixth grade students (n=182) were enrolled into Hip Hop Stroke. One hundred two parents were approached in person to participate; 75 opted to participate and 71 completed both the pretest and post-test (74% response rate and 95% retention rate). Parental stroke literacy improved after the program; before the program, 3 parents of 75 (3.9%) were able to identify the 5 cardinal stroke symptoms, distracting symptom (chest pains), and had an urgent action plan (calling 911) compared with 21 of 71 parents (29.6%) postintervention (P<0.001). The FAST mnemonic was known by 2 (2.7%) of participants before the program versus 29 (41%) after program completion (P<0.001). Knowledge of stroke signs and symptoms remains low among residents of this high-risk population. The use of Child-Mediated Stroke Communication suggests that school children aged 9 to 12 years may be effective conduits of critical stroke knowledge to their parents.

School Bus Accidents and Driver Age.

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McMichael, Judith

The study examines the rates and types of school bus accidents according to the age of the school bus driver. Accident rates in North Carolina for the school year 1971-72 were analyzed using three sources of data: accident reports, driver and mileage data, and questionnaires administered to a sample of school bus drivers. Data were obtained on…

A longitudinal study of school belonging and academic motivation across high school.

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Neel, Cari Gillen-O'; Fuligni, Andrew

2013-01-01

This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Parent and Child Psychological Factors in Pediatric Syncope and Other Somatic Symptoms

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Blount, Ronald L.; Morris, Julie A. B.; Cheng, Patricia S.; Campbell, Robert M.; Brown, Ronald T.

2004-01-01

The authors examined associations among parental and child adjustment, child syncope, somatic, and school problems. Participants were children (N = 56) ages 7-18 years with syncope. Measures included syncope severity, parental distress, and children's internalizing symptoms. For children diagnosed negative for neurocardiogenic syncope (NCS), their…

School age test or procedure preparation

Science.gov (United States)

... your child with books, bubbles, games, hand-held video games, or other activities. PLAY PREPARATION Children often avoid ... using this type of communication. Older children may benefit from videos that show children of the same age explaining, ...

Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial.

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Baker-Henningham, Helen; Scott, Stephen; Jones, Kelvyn; Walker, Susan

2012-08-01

There is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries. To determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home. In a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3-6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents' attitude to school. The study is registered as ISRCTN35476268. Children in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents' attitude to school were not significant. A low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school.

A Population-based Study Evaluating the Association between Surgery in Early Life and Child Development at Primary School Entry.

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O'Leary, James D; Janus, Magdalena; Duku, Eric; Wijeysundera, Duminda N; To, Teresa; Li, Ping; Maynes, Jason T; Crawford, Mark W

2016-08-01

It is unclear whether exposure to surgery in early life has long-term adverse effects on child development. The authors aimed to investigate whether surgery in early childhood is associated with adverse effects on child development measured at primary school entry. The authors conducted a population-based cohort study in Ontario, Canada, by linking provincial health administrative databases to children's developmental outcomes measured by the Early Development Instrument (EDI). From a cohort of 188,557 children, 28,366 children who underwent surgery before EDI completion (age 5 to 6 yr) were matched to 55,910 unexposed children. The primary outcome was early developmental vulnerability, defined as any domain of the EDI in the lowest tenth percentile of the population. Subgroup analyses were performed based on age at first surgery (less than 2 and greater than or equal to 2 yr) and frequency of surgery. Early developmental vulnerability was increased in the exposed group (7,259/28,366; 25.6%) compared with the unexposed group (13,957/55,910; 25.0%), adjusted odds ratio, 1.05; 95% CI, 1.01 to 1.08. Children aged greater than or equal to 2 yr at the time of first surgery had increased odds of early developmental vulnerability compared with unexposed children (odds ratio, 1.05; 95% CI, 1.01 to 1.10), but children aged less than 2 yr at the time of first exposure were not at increased risk (odds ratio, 1.04; 95% CI, 0.98 to 1.10). There was no increase in odds of early developmental vulnerability with increasing frequency of exposure. Children who undergo surgery before primary school age are at increased risk of early developmental vulnerability, but the magnitude of the difference between exposed and unexposed children is small.

The Influence of "No Child Left Behind" Legislation on Drug Prevention in U.S. Schools

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Cho, Hyunsan; Hallfors, Denise Dion; Iritani, Bonita J.; Hartman, Shane

2009-01-01

This study examines prevention practices and perceptions in U.S. schools since passage of federal No Child Left Behind (NCLB) legislation, using survey data from state education agencies (SEA) and a population-based sample of school districts. Only one third of U.S. public school districts rely on evidence-based prevention curriculum in middle…

Estimating a child's age from an image using whole body proportions.

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Lucas, Teghan; Henneberg, Maciej

2017-09-01

The use and distribution of child pornography is an increasing problem. Forensic anthropologists are often asked to estimate a child's age from a photograph. Previous studies have attempted to estimate the age of children from photographs using ratios of the face. Here, we propose to include body measurement ratios into age estimates. A total of 1603 boys and 1833 girls aged 5-16 years were measured over a 10-year period. They are 'Cape Coloured' children from South Africa. Their age was regressed on ratios derived from anthropometric measurements of the head as well as the body. Multiple regression equations including four ratios for each sex (head height to shoulder and hip width, knee width, leg length and trunk length) have a standard error of 1.6-1.7 years. The error is of the same order as variation of differences between biological and chronological ages of the children. Thus, the error cannot be minimised any further as it is a direct reflection of a naturally occurring phenomenon.

Child Readiness to Kindergarten in Parents and Pedagogues Sight

OpenAIRE

POKORNÁ, Ivana

2014-01-01

The bachelor thesis deals with the readiness of 3-4 year old children to enter kindergarten. The theoretical part describes the biological and psychosocial development of the child aged three to four years and highlights the various factors that may affect the child's entry into kindergarten. Describes the family and kindergarten, the issue of adaptation in pre-school and readiness of the child to them. The practical part contains research focused on the perception of the readiness of childre...

Childhood cancer survivors' school (re)entry: Australian parents' perceptions.

Science.gov (United States)

McLoone, J K; Wakefield, C E; Cohn, R J

2013-07-01

Starting or returning to school after intense medical treatment can be academically and socially challenging for childhood cancer survivors. This study aimed to evaluate the school (re)entry experience of children who had recently completed cancer treatment. Forty-two semi-structured telephone interviews were conducted to explore parents' perceptions of their child's (re)entry to school after completing treatment (23 mothers, 19 fathers, parent mean age 39.5 years; child mean age 7.76 years). Interviews were analysed using the framework of Miles and Huberman and emergent themes were organised using QSR NVivo8. Parents closely monitored their child's school (re)entry and fostered close relationships with their child's teacher to ensure swift communication of concerns should they arise. The most commonly reported difficulty related to aspects of peer socialisation; survivors either displayed a limited understanding of social rules such as turn taking, or related more to older children or teachers relative to their peers. Additionally, parents placed a strong emphasis on their child's overall personal development, above academic achievement alone. Improved parent, clinician and teacher awareness of the importance of continued peer socialisation during the treatment period is recommended in order to limit the ongoing ramifications this may have on school (re)entry post-treatment completion. © 2013 John Wiley & Sons Ltd.

Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and Intervention. Practical Intervention in the Schools Series

Science.gov (United States)

Miller, David N.

2011-01-01

Meeting a crucial need, this book distills the best current knowledge on child and adolescent suicide prevention into comprehensive guidelines for school-based practitioners. The author draws on extensive research and clinical experience to provide best-practice recommendations for developing schoolwide prevention programs, conducting risk…

Cluster randomised trial of a school-community child health promotion and obesity prevention intervention: findings from the evaluation of fun 'n healthy in Moreland!

Science.gov (United States)

Waters, Elizabeth; Gibbs, Lisa; Tadic, Maryanne; Ukoumunne, Obioha C; Magarey, Anthea; Okely, Anthony D; de Silva, Andrea; Armit, Christine; Green, Julie; O'Connor, Thea; Johnson, Britt; Swinburn, Boyd; Carpenter, Lauren; Moore, Graham; Littlecott, Hannah; Gold, Lisa

2017-08-03

Multi-level, longer-term obesity prevention interventions that focus on inequalities are scarce. Fun 'n healthy in Moreland! aimed to improve child adiposity, school policies and environments, parent engagement, health behaviours and child wellbeing. All children from primary schools in an inner urban, culturally diverse and economically disadvantaged area in Victoria, Australia were eligible for participation. The intervention, fun 'n healthy in Moreland!, used a Health Promoting Schools Framework and provided schools with evidence, school research data and part time support from a Community Development Worker to develop health promoting strategies. Comparison schools continued as normal. Participants were not blinded to intervention status. The primary outcome was change in adiposity. Repeated cross-sectional design with nested longitudinal subsample. Students from twenty-four primary schools (clusters) were randomised (aged 5-12 years at baseline). 1426 students from 12 intervention schools and 1539 students from 10 comparison schools consented to follow up measurements. Despite increased prevalence of healthy weight across all schools, after 3.5 years of intervention there was no statistically significant difference between trial arms in BMI z score post-intervention (Mean (sd): Intervention 0.68(1.16); Comparison: 0.72(1.12); Adjusted mean difference (AMD): -0.05, CI: -0.19 to 0.08, p = 0.44). Children from intervention schools consumed more daily fruit serves (AMD: 0.19, CI:0.00 to 0.37, p = 0.10), were more likely to have water (AOR: 1.71, CI:1.05 to 2.78, p = 0.03) and vegetables (AOR: 1.23, CI: 0.99 to 1.55, p = 0.07), and less likely to have fruit juice/cordial (AOR: 0.58, CI:0.36 to 0.93, p = 0.02) in school lunch compared to children in comparison schools. More intervention schools (8/11) had healthy eating and physical activity policies compared with comparison schools (2/9). Principals and schools highly valued the approach as a catalyst

Child labor. A matter of health and human rights.

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Mathews, Rahel; Reis, Chen; Iacopino, Vincent

2003-01-01

Despite the existence of laws in India that prohibit the labor of children under age 14, 70 to 115 million children between the ages of 5 and 14 are estimated to be part of India's labor force. Child labor in the agriculture sector accounts for 80% of child laborers in India and 70% of working children globally. From May 2001 to July 2001, Physicians for Human Rights (PHR) investigated the health experiences of 100 children in hybrid cottonseed production in rural Andhra Pradesh. Eighty-eight percent of the survey participants were girls, ages 7 to 14. PHR found that children worked on average 12 hours a day, were frequently exposed to pesticides, and were not provided with safety equipment, not even shoes or water to wash their hands and clothes. Children reported having frequent headaches and dizziness and skin and eye irritations after pesticide spraying. All 100 children reported that they were unable to go to school during the hybrid cottonseed season due to work demands. Ninety-four children reported to PHR that they would rather be in school. In addition, a majority of child workers interviewed by PHR reported physical and/or verbal abuse by their employers. Moreover, PHR interviews with representatives of multinational and national companies revealed knowledge of child labor practices for up to 10 years. Child labor is a significant health and human rights problem for children in India. The progressive elimination of child labor practices will require the support of a wide cross-section of civil society.

Feasibility study of a family- and school-based intervention for child behavior problems in Nepal.

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Adhikari, Ramesh P; Upadhaya, Nawaraj; Satinsky, Emily N; Burkey, Matthew D; Kohrt, Brandon A; Jordans, Mark J D

2018-01-01

This study evaluates the feasibility, acceptability, and outcomes of a combined school- and family-based intervention, delivered by psychosocial counselors, for children with behavior problems in rural Nepal. Forty-one children participated at baseline. Two students moved to another district, meaning 39 children, ages 6-15, participated at both baseline and follow-up. Pre-post evaluation was used to assess behavioral changes over a 4-month follow-up period (n = 39). The primary outcome measure was the Disruptive Behavior International Scale-Nepal version (DBIS-N). The secondary outcome scales included the Child Functional Impairment Scale and the Eyberg Child Behavior Inventory (ECBI). Twelve key informant interviews were conducted with community stakeholders, including teachers, parents, and community members, to assess stakeholders' perceptions of the intervention. The study found that children's behavior problems as assessed on the DBIS-N were significantly lower at follow-up (M = 13.0, SD = 6.4) than at baseline (M = 20.5, SD = 3.8), p behaviors among children and the implementation of new behavior management techniques both at home and in the classroom. Significant change in child outcome measures in this uncontrolled evaluation, alongside qualitative findings suggesting feasibility and acceptability, support moving toward a controlled trial to determine effectiveness.

Screening for Asperger Syndrome in School-Age Children: Issues and Instruments

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Reilly, Colin; Campbell, Audrey; Keran, Patricia

2009-01-01

Many children with Asperger syndrome are not identified prior to school entry, and difficulties associated with the condition may only become evident when a child enters school. Failure to identify children with the syndrome may lead to increased risk for psychopathology, and lack of understanding of the reasons for social and communicative…

Child Sexual Abuse Prevention Education: A review of School Policy and Curriculum Provision in Australia

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Walsh, Kerryann; Berthelsen, Donna; Nicholson, Jan M.; Brandon, Leisa; Stevens, Judyann; Rachele, Jerome N.

2013-01-01

The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However,…

Assessment of Abdominal Pain in School-Age Children

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Zimmermann, Polly Gerber

2003-01-01

Pediatric abdominal pain can be a difficult condition to accurately assess for the nurse to determine whether the child's need is for teaching, treating, or transferring. This article describes the process as well as practical tips to be used by the nurse in the school setting. Distinguishing characteristics and findings, including key physical…

How to Talk to a School Age Child about a Suicide Attempt in Your Family

Science.gov (United States)

... suicide attempt, avoid details that would put your child in the middle, between parents or other family members. How should you talk to your child? • Pick a place that is private and comfortable, ...

Child nutritional status and child growth in Kenya: socioeconomic determinants.

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Deolalikar, A B

1996-01-01

The determinants of weight and height are explored using nationally representative data for Kenya. The author also uses recall data on child birth weights to estimate conditional reduced-form demand relations for weight gain among 7907 children aged 0-5 years. Maternal education was found to be a significant determinant of weight, height, and weight gain, with secondary schooling having larger, but not significantly different effects than primary schooling. Per capita household expenditure is highly significant but with only small numerical effects. Birth weight has a large, negative effect upon subsequent weight gain, indicating almost complete catch-up growth by age one. The effect becomes more negative when birth weight is treated as an endogenous variable. There is no evidence of any catch-up growth beyond age three. The study results indicate that small deficits in birth weight are not likely to be permanent, with infants making up for birth weight deficits completely within the first year of life through biological catch-up growth.

Child-Centered Play Therapy in the Schools: Review and Meta-Analysis

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Ray, Dee C.; Armstrong, Stephen A.; Balkin, Richard S.; Jayne, Kimberly M.

2015-01-01

The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant…

Modeling Child Development Factors for the Early Introduction of ICTs in Schools

OpenAIRE

K. E. Oyetade; S. D. Eyono Obono

2015-01-01

One of the fundamental characteristics of Information and Communication Technology (ICT) has been the ever-changing nature of continuous release and models of ICTs with its impact on the academic, social, and psychological benefits of its introduction in schools. However, there seems to be a growing concern about its negative impact on students when introduced early in schools for teaching and learning. This study aims to design a model of child development factors affect...

A Survey of Some Behavioral Disorders Due to Parental Corporal Punishment in School Age Children

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fatemeh Qasemi

2008-02-01

Full Text Available Qasemi F1, Valizadeh F1, Toulabi T2, Saki M3 1. Instructor, Department of Children, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences 2. Instructor, Department of Internal Surgery, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences 3. Instructor, Department of Nursing, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences Abstract Background: Family has an important role on childrens personality and preparing them for future. Corporal punishment involves the application of some forms of physical pain in response to undesirable behavior for the purpose of correction or control of the childs behavior. Corporal punishment constitutes a human-rights violation and has physical and mental health consequences for children. Materials and methods: This survey was conducted to detect and compare some behavioral disorders due to parental corporal punishment in school age children. This case-control trial deals with 240, primary school children aged 7-12 years old. These subjects were selected through cluster randomized sampling in Korramabad and divided into two (case and control groups. Instruments for measuring data consisted of three components: 1 a questionnaire on demographic information, 2 a questionnaire on corporal punishment and, 3 a rating scale about behavioral disorder such as verbal and behavioral aggression, withdrawal, and cooperation in school. Data were analyzed by SPSS ver11. Results: Results indicated that in 92.6% of cases the corporal punishment method was slapping. Significant differences were found between the two groups in terms of mothers educational level (p=0.001, mothers job (p=0.004, mothers child-birth number (p=0.024, verbal aggression (p=0.001, behavioral aggression (p=0.001, withdrawal (p=0.05, and cooperation (p=0.001. Conclusion: Results indicated that housekeeper mothers and mothers with low educational level use more corporal punishment and behavioral

Child maltreatment hospitalisations in Hong Kong: incidence rate and seasonal pattern.

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Ip, Patrick; Ho, Frederick Ka-Wing; Chan, Ko Ling; Yip, Paul Siu-Fai; Lau, Joseph Tak-Fai; Wong, Wilfred Hing-Sang; Chow, Chun-Bong; Jiang, Fan

2016-12-01

We investigated the incidence and seasonal patterns of child maltreatment hospitalisations in Hong Kong. A retrospective study of subjects aged under 19 years with a primary diagnosis of child maltreatment admitted to hospitals in Hong Kong from 2001 to 2010. Data were retrieved from the centralised database of all 42 public hospitals in the Hospital Authority. Child maltreatment incidence rate. A consistent seasonal pattern was found for non-sexual maltreatment in children aged 6-18 years (pmaltreatment or among children under 6 years. The seasonal pattern of child maltreatment coincided with the two school examination periods. The annual child maltreatment hospitalisation rate in Hong Kong in 2010 was 73.4 per 100 000 children under 19 years, more than double that in 2001. A peculiar seasonal pattern and an alarming increasing trend in child maltreatment hospitalisation were observed in Hong Kong, which we speculated to be related to school examination stress and increasing socioeconomic disparity. Our findings highlighted differences in the trends of child maltreatment between Hong Kong and the West. Professionals and policymakers should be made aware of these trends and develop effective strategies to tackle child maltreatment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Impact of residential schooling and of child abuse on substance use problem in Indigenous Peoples.

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Ross, Amélie; Dion, Jacinthe; Cantinotti, Michael; Collin-Vézina, Delphine; Paquette, Linda

2015-12-01

Residential schools were the institutions, in operation from the 19th century to the late 20th century, which Indigenous children in Canada were forced to attend. The literature shows that many young people who attended these institutions were victims of neglect and abuse. Negative psychological effects resulting from child abuse have been amply documented. However, very few studies on this subject have been carried out among Canada's Indigenous Peoples. The objective of this study is to evaluate, for an Indigenous population in Quebec (Canada), the impact of residential schooling as well as self-reported experiences of sexual and physical abuse during childhood on the development of alcohol and drug use problems in adulthood. A total of 358 Indigenous participants were interviewed (164 men [45.8%] and 194 women [54.2%]). Alcoholism was evaluated using the Michigan Alcoholism Screening Test (MAST). Drug abuse was assessed with the Drug Abuse Screening Test-20 (DAST). Child abuse and residential schooling were assessed with dichotomous questions (yes/no). Among the participants, 28.5% (n=102) had attended residential schools, 35.2% (n=121) reported having experienced sexual abuse, and 34.1% (n=117) reported having experienced physical abuse before adulthood. Results of the exact logistic regression analyses indicated that residential school attendance was linked to alcohol problems, while child abuse was related to drug use problems. The results of this study highlight the importance of considering the consequences of historical traumas related to residential schools to better understand the current situation of Indigenous Peoples in Canada. Copyright © 2015 Elsevier Ltd. All rights reserved.

Signification of modern radiology in ophthalmooncology of child age

International Nuclear Information System (INIS)

Gerinec, A.; Moczova, J.

1997-01-01

Authors in their work analyse importance of modern radiological methods in ophthalmooncology of child age. Computer tomography and magnetic resonance imaging are now very important methods for diagnostic, differential diagnostic and controlling therapeutic effects in retinoblastoma, rhabdomyosarcoma and hemangioma of the orbit and optic nerve glioma. (authors)

Effect of the educational environment on children's health at preschool and school age in the Arkhangelsk region

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R.V. Buzinov

2015-09-01

Full Text Available The descriptive epidemiological study on the prevalence of “school” pathology in the child population and the influence of the conditions of educational environment in kindergartens and schools in the Arkhangelsk Region was performed. It was found that the main health problems detected during preventive medical examinations of the children and adolescents of school age are the violation of posture, scoliosis and impaired visual acuity. The highest frequency of posture disorders found in children in the transition to subject teaching, the intensity of scoliosis and impaired visual acuity are the most pronounced in the age group of 15 years. The association between measuring light levels, not meeting hygienic standards and the frequency of scoliosis in children before entering school is revealed (rs=0,472; p=0,048; between measurements of furniture, not meeting sanitary requirements in school computer classes and the violation of visual acuity in children of 10–11 years (rs=0,529; p=0,024; and between measurements of furniture, not meeting sanitary requirements in kindergartens and the violation of posture in children one year before admission and just before entering school (rs=0,601; p=0,008 and rs=0,90; p=0,037, respectively.

A study of school adjustment, self-concept, self-esteem, general wellbeing and parent child relationship in Juvenile Idiopathic Arthritis.

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Yadav, Anita; Yadav, T P

2013-03-01

To assess school adjustment, self-concept, self-esteem, general wellbeing and parent-child relationship in children with Juvenile Idiopathic Arthritis (JIA)and to study the correlation of these parameters with chronicity of disease, number of active joints, laboratory parameters of disease activity and JIA subtypes. A total of 64 children (32 cases and 32 controls) were recruited for analysis. Self report questionnaires which included PGI General Wellbeing Measure, Adjustment Inventory for School Students, Parent Child Relationship Scale, Self Esteem Inventory and Self Concept Questionnaires were used to assess all the enrolled subjects. Cases had significantly lower general physical well being (p self-esteem, self-concept, adjustment in school, general wellbeing and evokes disturbed parent-child relationship.

The Relationship between Quality of Pre-School Child Care Institutions and Teachers' Teaching Approach

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Õun, Tiia; Tuul, Maire; Tera, Signe; Sagen, Kelli; Mägi, Helena

2018-01-01

Various factors of the quality of preschool child care institutions influence the development of children and their future success in school. The activities of preschool child care institutions in Estonia are based on the national curriculum. Several indicators of structural quality have been determined on the national level. The aim of the…

Impact of sociodemographic factors on cognitive function in school-aged HIV-infected Nigerian children

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Boyede GO

2013-07-01

Full Text Available Gbemisola O Boyede,1,2 Foluso EA Lesi,2 Veronica C Ezeaka,2 Charles S Umeh3 1Division of Developmental Paediatrics, School of Child and Adolescent Health, Red Cross War Memorial Children’s Hospital, University of Cape Town, Cape Town, South Africa; 2Department of Paediatrics, 3Clinical Psychology Unit, Department of Psychiatry, Lagos University Teaching Hospital, Lagos, Nigeria Background: In this study, we sought to evaluate the influence of sociodemographic factors, ie, age, sex, socioeconomic status, maternal education, and human immunodeficiency virus (HIV status, on cognitive performance in school-aged HIV-infected Nigerian children. Methods: Sixty-nine HIV-positive children aged 6–15 years were matched with 69 HIV-negative control children for age and sex. The children were subdivided for the purpose of analysis into two cognitive developmental stages using Piaget’s staging, ie, the concrete operational stage (6–11 years and the formal operational stage (12–15 years. All participants underwent cognitive assessment using Raven’s Standard Progressive Matrices (RPM. Sociodemographic data for the study participants, ie, age, sex, socioeconomic status, and level of maternal education, were obtained using a study proforma. Logistic regression analyses were used to determine associations of HIV status and sociodemographic characteristics with RPM cognitive scores. Results: The overall mean RPM score for the HIV-positive children was 18.2 ± 9.8 (range 8.0–47.0 which was significantly lower than the score of 27.2 ± 13.8 (range 8.0–52.0 for the HIV-negative children (P < 0.001. On RPM grading, 56.5% of the HIV-positive children had cognitive performance at below average to intellectually defective range. Below average RPM scores were found to be significantly associated with younger age (6–11 years, positive HIV status, lower socioeconomic status, and low level of maternal education. Conclusion: Younger age, poor socioeconomic

Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial†

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Baker-Henningham, Helen; Scott, Stephen; Jones, Kelvyn; Walker, Susan

2012-01-01

Background There is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries. Aims To determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home. Method In a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3–6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents’ attitude to school. The study is registered as ISRCTN35476268. Results Children in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents’ attitude to school were not significant. Conclusions A low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school. PMID:22500015

Children With Disability Are More at Risk of Violence Victimization: Evidence From a Study of School-Aged Chinese Children.

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Chan, Ko Ling; Emery, Clifton R; Ip, Patrick

2016-03-01

Although research tends to focus on whether children with disability are more at risk of violence victimization, conclusive evidence on the association, especially in non-Western settings, is lacking. Using a large and representative sample of school-aged children in Hong Kong (N = 5,841, aged 9-18 years), this study aims to fill the research gap by providing reliable estimates of the prevalence of disability and the direct and indirect experiences of violence among children with disability. The study also compares the prevalence of child maltreatment, parental intimate partner violence (IPV), and in-law conflict to explore the factors related to the association between disability and violence victimization. The prevalence of disability among children was about 6%. Children with disability were more likely to report victimization than those without disability: 32% to 60% of the former had experienced child maltreatment, and 12% to 46% of them had witnessed IPV between parents or in-law conflict. The results of a logistic regression showed that disability increased the risk of lifetime physical maltreatment by 1.6 times. Furthermore, low levels of parental education and paternal unemployment were risk factors for lifetime child maltreatment. The risk of child maltreatment could have an almost sixfold increase when the child had also witnessed other types of family violence. Possible explanations and implications of the findings are discussed. © The Author(s) 2014.

Families with School-Age Children

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Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

2011-01-01

Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The…

The Quasi-Human Child: How Normative Conceptions of Childhood Enabled Neoliberal School Reform in the United States

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Sonu, Debbie; Benson, Jeremy

2016-01-01

This paper argues that normative conceptions of the child, as a natural quasi-human being in need of guidance, enable current school reforms in the United States to directly link the child to neoliberal aims and objectives. In using Foucault's concept of governmentality and disciplinary power, we first present how the child is constructed as a…

[Ecological executive function characteristics and effects of executive function on social adaptive function in school-aged children with epilepsy].

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Xu, X J; Wang, L L; Zhou, N

2016-02-23

To explore the characteristics of ecological executive function in school-aged children with idiopathic or probably symptomatic epilepsy and examine the effects of executive function on social adaptive function. A total of 51 school-aged children with idiopathic or probably symptomatic epilepsy aged 5-12 years at our hospital and 37 normal ones of the same gender, age and educational level were included. The differences in ecological executive function and social adaptive function were compared between the two groups with the Behavior Rating Inventory of Executive Function (BRIEF) and Child Adaptive Behavior Scale, the Pearson's correlation test and multiple stepwise linear regression were used to explore the impact of executive function on social adaptive function. The scores of school-aged children with idiopathic or probably symptomatic epilepsy in global executive composite (GEC), behavioral regulation index (BRI) and metacognition index (MI) of BRIEF ((62±12), (58±13) and (63±12), respectively) were significantly higher than those of the control group ((47±7), (44±6) and (48±8), respectively))(Pchildren with idiopathic or probably symptomatic epilepsy in adaptive behavior quotient (ADQ), independence, cognition, self-control ((86±22), (32±17), (49±14), (41±16), respectively) were significantly lower than those of the control group ((120±12), (59±14), (59±7) and (68±10), respectively))(Pchildren with idiopathic or probably symptomatic epilepsy. School-aged children with idiopathic or probably symptomatic epilepsy may have significantly ecological executive function impairment and social adaptive function reduction. The aspects of BRI, inhibition and working memory in ecological executive function are significantly related with social adaptive function in school-aged children with epilepsy.

Bullying, Victimization, School Performance, and Mother-Child Relationship Quality: Direct and Transactional Associations

OpenAIRE

Kostas A. Fanti; Stelios N. Georgiou

2013-01-01

The current investigation examines longitudinal differences between bullies, victims, and bully victims in terms of the quality of their relationship with their parents and school performance. We also investigate the transactional association between the quality of the parent-child relationship and bullying behavior, after taking into account the longitudinal association among bullying, victimization, and school performance. The sample consisted of 895 mothers and their children who participa...

Impact of agribusiness labour on the child education in Cameroon

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Tiwang N Gildas

2015-12-01

Full Text Available This paper aimed to assess the involvement of child labour in agribusinesses as well as the schooling pattern of children involved in these agribusinesses in Cameroon. For this study, some descriptive statistics and cross tabulations were computed using SPSS.20 and stata 13 software packages. The population of this study was made up of 51,190 individuals of both sexes that were concerned by the third Cameroon National Household Survey. The sample drawn from this population was constituted of individuals of age 5-17 years old, making a total of 17,550 children. The main results of this study revealed that agribusiness child labour was present everywhere in Cameroon and by both boys and girls. Children of all ages of the sample were concerned by the phenomenon and their level of education was essentially the primary. The impact of agribusiness child labour on education was positive because it helped the working and schooling children to provide means to finance their education and other needs. On the other hand, it has a negative impact on education because some children went for these jobs and finally stayed there and did not return back to school.

Poverty Of Parents And Child Labour In Benin City: A Preliminary ...

African Journals Online (AJOL)

This work starts from the basic premise that poverty, a major problem of rapid urbanization in developing nations, is a major contributory factor in the growth and exacerbation of child labour. Child labour in Benin City reflect prevalent urban poverty which compel parents to send children of school age to work to boost family ...

Child maltreatment experience among primary school children: a large scale survey in Selangor state, Malaysia.

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Ahmed, Ayesha; Wan-Yuen, Choo; Marret, Mary Joseph; Guat-Sim, Cheah; Othman, Sajaratulnisah; Chinna, Karuthan

2015-01-01

Official reports of child maltreatment in Malaysia have persistently increased throughout the last decade. However there is a lack of population surveys evaluating the actual burden of child maltreatment, its correlates and its consequences in the country. This cross sectional study employed 2 stage stratified cluster random sampling of public primary schools, to survey 3509 ten to twelve year old school children in Selangor state. It aimed to estimate the prevalence of parental physical and emotional maltreatment, parental neglect and teacher- inflicted physical maltreatment. It further aimed to examine the associations between child maltreatment and important socio-demographic factors; family functioning and symptoms of depression among children. Logistic regression on weighted samples was used to extend results to a population level. Three quarters of 10-12 year olds reported at least one form of maltreatment, with parental physical maltreatment being most common. Males had higher odds of maltreatment in general except for emotional maltreatment. Ethnicity and parental conflict were key factors associated with maltreatment. The study contributes important evidence towards improving public health interventions for child maltreatment prevention in the country.

Mother/child bond in mothers of overweight and eutrophic children: depression and socioeconomic factors

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Patricia Vieira Spada

2011-03-01

Full Text Available Objective: To verify the presence of depression, age, level of schooling, occupation, marital status, number of children and nutritional status (maternal and of the child in mothers of overweight and eutrophic children and relate the data to mother/child bonding. Methods: A total of 120 mothers of children aged up to 10 years participated; 30 of them were overweight and 30 were eutrophic (low-income bracket; 30 were overweight and 30 eutrophic (high-income bracket. The control group was composed of eutrophic children paired according to sex, age, level of schooling, and social condition. Data collection was made through interviews. The assessment instruments were: Mother/Child Bonding Assessment Protocol and Beck Depression Inventory. The nutritional classification was defined by calculation of the body mass index, as per the curves of the World Health Organization. For statistics, McNemar, χ2, and Fisher’s exact tests were used. A 5% level of rejection of the null hypothesis was set. Results: There was no significant result between mother/child bonding and the variables studied, or between the presence of depression and level of schooling, marital status, occupation, and maternal nutritional status. Nevertheless, mothers of eutrophic children (high-income bracket showed less depression than mothers of eutrophic children (low-income bracket. Mothers with three or more children displayed more depression than mothers with less than three children. Mothers under 30 years of age showed more depression than mothers aged 30 years or older. Conclusion: There was no significant result between mother/child bonding and the variables studied, but the bond was compromised in all mothers of the sample. There was a significant result regarding the presence of depression.

Short-Term Predictive Validity of Cluster Analytic and Dimensional Classification of Child Behavioral Adjustment in School

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Kim, Sangwon; Kamphaus, Randy W.; Baker, Jean A.

2006-01-01

A constructive debate over the classification of child psychopathology can be stimulated by investigating the validity of different classification approaches. We examined and compared the short-term predictive validity of cluster analytic and dimensional classifications of child behavioral adjustment in school using the Behavior Assessment System…

Pedagogy and Quality in Indian Slum School Settings: A Bernsteinian Analysis of Visual Representations in the Integrated Child Development Service

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Chawla-Duggan, Rita

2016-01-01

This paper focuses upon the micro level of the pre-school classroom, taking the example of the Indian Integrated Child Development Service (ICDS), and the discourse of "child-centred" pedagogy that is often associated with quality pre-schooling. Through an analysis of visual data, semi-structured and film elicitation interviews drawn…

Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills.

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Stagnitti, Karen; Lewis, Fiona M

2015-04-01

This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.

Trajectories of child externalizing problems between ages 3 and 10 years: Contributions of children's early effortful control, theory of mind, and parenting experiences.

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Olson, Sheryl L; Choe, Daniel Ewon; Sameroff, Arnold J

2017-10-01

Preventing problem behavior requires an understanding of earlier factors that are amenable to intervention. The main goals of our prospective longitudinal study were to trace trajectories of child externalizing behavior between ages 3 and 10 years, and to identify patterns of developmentally significant child and parenting risk factors that differentiated pathways of problem behavior. Participants were 218 3-year-old boys and girls who were reassessed following the transition to kindergarten (age 5-6 years) and during the late school-age years (age 10). Mothers contributed ratings of children's externalizing behavior at all three time points. Children's self-regulation abilities and theory of mind were assessed during a laboratory visit, and parenting risk (frequent corporal punishment and low maternal warmth) was assessed using interview-based and questionnaire measures. Four developmental trajectories of externalizing behavior yielded the best balance of parsimony and fit with our longitudinal data and latent class growth analysis. Most young children followed a pathway marked by relatively low levels of symptoms that continued to decrease across the school-age years. Atypical trajectories marked chronically high, increasing, and decreasing levels of externalizing problems across early and middle childhood. Three-year-old children with low levels of effortful control were far more likely to show the chronic pattern of elevated externalizing problems than changing or low patterns. Early parental corporal punishment and maternal warmth, respectively, differentiated preschoolers who showed increasing and decreasing patterns of problem behavior compared to the majority of children. The fact that children's poor effortful regulation skills predicted chronic early onset problems reinforces the need for early childhood screening and intervention services.

The effect of Tourette syndrome on the education and social interactions of a school-age child.

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Ohm, Bonnie

2006-06-01

Tourette syndrome is a neurological condition characterized by involuntary vocal or motor tics. Symptoms begin occurring before the age of 18 and are more common in boys than girls. Tics can change in severity and character from hour to hour or in stressful situations. Uncontrolled tics can cause self-esteem concerns, family stress, and academic difficulty. Medication and school services were employed to help the student achieve the goal of feeling more comfortable with peers and in the classroom.

Parental School Involvement in Relation to Children's Grades and Adaptation to School

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Tan, Edwin T.; Goldberg, Wendy A.

2008-01-01

From an ecological perspective, it is important to examine linkages among key settings in the child's life. The current study focuses on parents' involvement in children's education both at school and at home. Ninety-one families with school-aged children (91 fathers and 91 mothers) participated in a survey study assessing the levels of parental…

Birth Order, Child Labor and School Attendance in Brazil

OpenAIRE

Patrick M. Emerson; Andre Portela Souza

2002-01-01

This paper examines the effects of birth order on the child labor incidence and school attendance of Brazilian children. Evidence from the psychology and sociology literature suggests that earlier-born children tend to have higher innate abilities. The economic implications of these findings are that earlier-born children may have more intra-household resources directed to them when they are young, and better outcomes as adults in areas such as education and earnings. However, in the context ...

Mothers' and fathers' involvement with school-age children's care and academic activities in Navajo Indian families.

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Hossain, Ziarat; Anziano, Michael C

2008-04-01

This exploratory study examined mothers' and fathers' reports of time involvement in their school-age children's care and academic activities. The study also explored the relationship between parents' socioeconomic status (SES) variables (age, education, income, work hours, and length of marriage) and their relative involvement with children. Mother and father dyads from 34 two-parent Navajo (Diné) Indian families with a second- or third-grade child participated in the study. Repeated measures analysis of variance showed that mothers invested significantly more time in children's care on demand and academic activities than fathers, but the differences in maternal and paternal perceptions of time involvement in routine care were not significant. The gender of the child did not influence the amount of time parents invested in children's care and academic activities. Mothers' involvement with children was not related to any of the SES variables. Fathers' involvement was significantly associated with work hours and length of marriage, and work hours produced significant interaction with fathers' involvement with children. Findings are discussed in light of gender role differences in parental involvement with children within Navajo families.

[Child or career? Desire for a child in East and West Berlin].

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Rauchfuss, M; Sperfeld, A

2001-01-01

In the Federal Republic of Germany the rate of the childless women rises. While the topic of unwanted childlessness among gynecologists receives broad attention among gynecologists, the question of (temporaryly?) intended renouncement of pregnancy and birth is of little interest. For the former GDR a low age with the firstborn and a high mother rate were typically. After the "turn" serious modifications of the birth rate in East Germany happened. The available study examined 1996 motives for and against a child with 554 up-to-date wanted childless women in East- and West-Berlin (population-referred sample). In the questionnaire, besides sociodemographic data, information was raised to own childhood, partnership, occupation, satisfaction with life and for child desire motivation. Apart from the school and vocational termination conceptions on the age with the firstborn, disadvantages for a life with child and value hierarchies for partnership and family were important for the description of the dilemma of compatibility of occupation and family. Eastsocialized women consider a compatibility rather possible. Targets for vocational development and responsible parenthood for young women come into conflict. Temporal delaying of the child desire leads to an increase of intended and unwanted childlessness with various (psychosomatic) effects on obstetrics and gynecology.

Parent-child relationships and offspring's positive mental wellbeing from adolescence to early older age.

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Stafford, Mai; Kuh, Diana L; Gale, Catharine R; Mishra, Gita; Richards, Marcus

2016-05-03

We examined parent-child relationship quality and positive mental well-being using Medical Research Council National Survey of Health and Development data. Well-being was measured at ages 13-15 (teacher-rated happiness), 36 (life satisfaction), 43 (satisfaction with home and family life) and 60-64 years (Diener Satisfaction With Life scale and Warwick Edinburgh Mental Well-being scale). The Parental Bonding Instrument captured perceived care and control from the father and mother to age 16, recalled by study members at age 43. Greater well-being was seen for offspring with higher combined parental care and lower combined parental psychological control ( p  < 0.05 at all ages). Controlling for maternal care and paternal and maternal behavioural and psychological control, childhood social class, parental separation, mother's neuroticism and study member's personality, higher well-being was consistently related to paternal care. This suggests that both mother-child and father-child relationships may have short and long-term consequences for positive mental well-being.