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Journal articles on the topic 'Children's reading problems'
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1
M., D. W., Peter Bryant, and Lynette Bradley. "Children's Reading Problems: Psychology and Education." American Journal of Psychology 99, no. 3 (1986): 449. http://dx.doi.org/10.2307/1422500.
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Yochum, Nina, and Samuel D. Miller. "Parents’, teachers’, and children's views of reading problems." Reading Research and Instruction 33, no. 1 (September 1993): 59–71. http://dx.doi.org/10.1080/19388079309558143.
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Doctor, Estelle A. "Book Review: Children's Reading Problems: Psychology and Education." South African Journal of Psychology 16, no. 1 (March 1986): 36–37. http://dx.doi.org/10.1177/008124638601600108.
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RABINER, DAVID, and JOHN D. COIE. "Early Attention Problems and Children's Reading Achievement: A Longitudinal Investigation." Journal of the American Academy of Child & Adolescent Psychiatry 39, no. 7 (July 2000): 859–67. http://dx.doi.org/10.1097/00004583-200007000-00014.
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Suud, Fitriah M., Muhammad Azhar, and Mariah Kibtiyah. "Classroom reading program to increase children's reading interest at the Emha Ainun Najib (EAN) Yogyakarta library." Community Empowerment 6, no. 5 (May 17, 2021): 788–95. http://dx.doi.org/10.31603/ce.4424.
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The problems faced by partners are the lack of children's interest in reading and the lack of library facilities other than school libraries that are specifically available for children. So that the purpose of this service is to increase children's interest in learning and at the same time facilitate children to be able to use the library around them by providing classroom reading programs. The library was the Emha Ainun Najib (EAN) library in Kadipiro Yogyakarta City which is provided for the general public. This dedication means a lot to children and the local librarian. Children live around the EAN library were more enthusiastic to come and read books in the library. This was due to the pleasant library layout supported by interesting books. This activity was also able to respond to children's curiosity to be more interested in reading so that literacy increases. This service recommends that children's reading rooms need attention, including the types of books that need to be adjusted according to age.
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Alshaboul, Yousef. "EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading." International Journal of Applied Linguistics and English Literature 7, no. 2 (March 1, 2018): 95. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.95.
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Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.
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Wise, Barbara W., and Richard K. Olson. "Computer Speech and the Remediation of Reading and Spelling Problems." Journal of Special Education Technology 12, no. 3 (March 1994): 207–20. http://dx.doi.org/10.1177/016264349401200304.
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A high-quality speech synthesizer (DECtalk, by Digital Equipment Corporation) is very intelligible to children with reading disabilities. Linking the DECtalk to a microcomputer yields a “talking computer” that provides a powerful tool for research and remediation of reading and spelling problems. Two clear and related findings about children with “specific reading disability” (dyslexia) have emerged from previous research: 1) deficits in word recognition primarily cause these children's problems in reading comprehension, and 2) inherited deficits in analytic language processes underlie their difficulties in word recognition. These two findings suggest that speech support for words in text could help these children. In several studies at the University of Colorado, children with reading problems have read stories and books on talking computers for about 30 minutes a day, usually for 3–4 days per week during most of a semester. The children's word recognition and phonological decoding have improved, compared to the skills of similar students who spent the time in regular classroom language arts instruction. The studies suggest that accurate word feedback supporting the reading of text helps these readers. One goal of the research has been to compare the benefits of presenting unknown words as wholes or in segments for different students. That goal has remained somewhat elusive, with interesting interactions that have been significant but not always stable. The paper also describes a different line of study using the DECtalk in a spelling program that allows children to explore English sound-spelling patterns as they compare pronunciations of their own spelling attempts and those of the test words. The paper concludes with descriptions of a current home-based reading study and a future study exploring the benefits of computer-based phonemic awareness training prior to the reading instruction.
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Dunn, Judy. "Emotion and the development of children's understanding." European Review 8, no. 1 (February 2000): 9–15. http://dx.doi.org/10.1017/s1062798700004518.
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The significance of emotion and social experiences in young children's growing understanding of emotion and mind is discussed here. There is evidence for early mind-reading, and the role of emotional experience in these developments; differentiation of various aspects of social understanding is indicated from studies of discourse, and longitudinal research. The challenges to be addressed in research on links between affect and cognition include a focus on children at risk of relationship problems, on the relations between attachment and mind-reading, and on possible developmental changes in the connections between emotion and social understanding.
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Breslau, N., J. Breslau, E. Peterson, E. Miller, V. C. Lucia, K. Bohnert, and J. Nigg. "Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis." Psychological Medicine 40, no. 1 (June 3, 2009): 159–66. http://dx.doi.org/10.1017/s0033291709005960.
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BackgroundRecent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the early school years with subsequent change in academic achievement.MethodA community-based cohort was followed up and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock–Johnson Psycho-Educational Battery). Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from age 6 to age 11. Children's IQ and family factors were statistically controlled.ResultsChange in teachers' ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children's IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model.ConclusionsIncreases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children's early attention problems and the evaluation of their effects on subsequent academic achievement.
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Maya, Tegar Indra, and Dahliani Dahliani. "PERPUSTAKAAN ANAK DI KOTA BANJARBARU." LANTING JOURNAL OF ARCHITECTURE 10, no. 1 (February 28, 2021): 91–99. http://dx.doi.org/10.20527/lanting.v10i1.629.
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Childhood is the most important period in teaching good habits to children for the growth of their mindset. One of the good habits that can be taught is reading books. Reading books from an early age can develop children's imagination so that it has a positive impact on their creative level for the present to the future. In response to this, of course, we need a special forum to facilitate reading activities especially for children. In Kota Banjarbaru itself, there is no special library for children, only a children's service from the Banjarbaru City Regional Library. The purpose of designing this children's library is as a learning support center as well as educational activities and recreational facilities for children with an age limit of 2-13 years through activities that teach skills and insights that are in accordance with the characteristics of the child, which can attract children's reading interest in the city of Banjarbaru. The main thing that is applied in the design of the children's library in the city of Banjarbaru is that the building has the flexibility for its users to easily and quickly adjust. The method used in designing children's libraries in the city of Banjarbaru uses a behavioral architecture approach as a consideration in designing to direct behavior and accommodate it and answer all problems that arise in the design process. Behavioral architecture is an architecture whose application includes behavioral considerations in the design. Because the main actors of the activity are dynamic children, the concept used is spatial flexibility.
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Cedeño, Liza María Cedeño, Telly Yarita Macías Zambrano, Julio César Zevallos Rengifo, and Karla Mercedes Mendoza Loor. "Laterality and pre-reading processes at an early age." International journal of health sciences 3, no. 3 (November 27, 2019): 44–54. http://dx.doi.org/10.29332/ijhs.v3n3.369.
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Preschool ages are vital to the processes related to the acquisition and consolidation phases of defined laterality in children who will take advantage of this dimension to obtain favorable results in their academic performance and neuropsychological development. In this research, we intend to analyze the relationship between laterality at an early age and the construction of pre-reading processes through application programs and specific tests (such as the Martin Lobo adapted test); The sample of the same corresponds to 10 children attending the Children's Center of Good Living "Caritas Felices". In conclusion, it managed to demonstrate the impact of stimulation on interhemispheric interconnection and pre-reading processes. As part of the intervention program, both educators of the children's center and parents pledged to participate in a laterality training program in order to prevent and intervene in subsequent neuropsychological problems.
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Rosmayasari, Rosmayasari. "STUDENTS LEARNING PROBLEMS IN EARLY READING AND WRITING AT GRADE 1 OF ELEMENTARY SCHOOL." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 58. http://dx.doi.org/10.30595/dinamika.v13i2.9321.
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Characteristics of students who have learning difficulties are minimum IQ levels, tend to have lower academic self-esteem than able students, cannot be good listeners, think, speak, read and write, write spelling, and even calculate the calculation of natural mathematics. This research is a qualitative study with the participants of grade 1 students in an elementary school in Bandung. The focus of this research is on students' difficulty in reading and writing initially. The results of the study found a way to deal with students who have difficulty learning to read and write initially by connecting the initial knowledge students have with the material to be taught, structuring a comfortable environment for learning, using interesting resources, learning material and media, provide lessons for improvement or improvement, provide repetition of material or enrichment, provide learning motivation, and build good learning attitudes and habits. The involvement of parents in overcoming student learning difficulties is to be able to establish communication with class teachers to find out their children's learning development, provide free time with children to discuss lessons that have been given at school, provide learning facilities, understand children's learning difficulties and provide guidance, and provide motivation in learning.
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Mackie, Clare, and Julie E. Dockrell. "The Nature of Written Language Deficits in Children With SLI." Journal of Speech, Language, and Hearing Research 47, no. 6 (December 2004): 1469–83. http://dx.doi.org/10.1044/1092-4388(2004/109).
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Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.
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Ducolon, Colin K. "Quality Literature as a Springboard to Problem Solving." Teaching Children Mathematics 6, no. 7 (March 2000): 442–46. http://dx.doi.org/10.5951/tcm.6.7.0442.
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High-quality children's literature that is captivating for both students and teachers can be used to develop process skills and essential knowledge in children. The provocative power of a “good read” is limitless. Listening to or reading a good book allows all of us, young and old, to think, reason, solve problems, compare and contrast, critique, and communicate in both old and new ways. The educational potential of a well-executed children's story can change how teachers plan their curricula.
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Hafidz, Nur. "Program Layanan Bimbingan Belajar untuk Anak Usia Dini." Educreative : Jurnal Pendidikan Kreativitas Anak 6, no. 1 (February 17, 2021): 69–83. http://dx.doi.org/10.37530/edu.v6i1.121.
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Tutoring service program for individual assistance in order to overcome problems in children's learning activities so that there are different styles of children's learning in achieving maximum learning performance. Children's tutoring focuses on improving children's learning, children's independent attitudes, children's growth and development, and children's learning achievement. Improving children's learning requires the cooperation of teachers and parents as a source of communication. This program is the first pathway in the Wadas Kelir Play Group non-formal education unit as a child's learning excellence. The organizer of this tutoring service program is the Wadas Kelir Purwokerto Play Group which has programs, orientation services, information services, coaching and distribution, excellence, and learning assistance. The research objective is to find out the aspects of child development through active, educational, and communicative tutoring services programs. So, the achievement of the implementation of tutoring services is having learning resilience in learning habits, such as accustomed to reading or reading books, art school, appreciation of work, and motivation for children's independence. The research method is descriptive qualitative with the subject; classroom teachers, and children involved in learning activities. The research object of the tutoring service program is in the Wadas Kelir South Purwokerto Play Group. The method is by collecting data in the form of documentation, interviews, and observations. As a result, children are confident, skilled in learning, increased language vocabulary, are independent, can read, and have increased reasoning power. From here, the main key to maximum child development is to program children to learn in a fun learning model.
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Hilda Hadian, Latifah, Sugara Mochamad Hadad, and Ina Marlina. "PENGGUNAAN MEDIA BIG BOOK UNTUK MENINGKATKAN KETERAMPILAN MEMBACA KALIMAT SEDERHANA." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 4, no. 2 (December 30, 2018): 212–42. http://dx.doi.org/10.36989/didaktik.v4i2.73.
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This research is motivated by minimal reading skills, so it can affect children's academic and psychological achievements. Psychological problems that arise due to the lack of initial reading skills, namely when working on tasks related to reading children interfere with friends by talking, making noise when friends do tasks, not completing assignments, refusing when asked to do very long tasks, especially tasks that have a lot of reading, difficulties when receiving long instructions, not thorough and in a hurry when doing tasks. Based on the results of observations in the field the researchers looked at the methods and models used by the teacher when the reading learning process was quite appropriate, but in the learning process they did not provide a picture or media of learning that could help understanding and attract children's attention. One alternative learning media that can be used in the learning of early reading especially reading simple sentences is with the use of Big Book media. This media is considered suitable for early reading learning because it adheres to the principle of general language science. The research method used was PTK, with research subjects of class II SD Negeri Rahayu Subang totaling 17 students. In general, the activities of class II students in learning Indonesian about the skills of reading simple sentences using Big Book media experienced positive developments, and there were improvements in the ability to read simple sentences.
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Reddington, J. M., and A. Wheeldon. "Predicting behaviour and learning problems at school entry: Examining the utility of a parent-, teacher-, and a child-based scale." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 36–62. http://dx.doi.org/10.1375/aedp.26.1.36.
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AbstractThis exploratory study investigated the screening of behaviour, and auditory processing and reading problems in the first school year, employing a sample of 74 children. A teacher behaviour risk index, which included (i) a Behaviour scale (internalising, externalising dimensions and inattention), (ii) a teacher Future Risk estimation, was found to be reliable and a valid predictor of behaviour, together with a parent-based behaviour scale, against the Personal-Social Behaviour sub-scale of the Pupil Rating Scale-Revised. Adding the teacher-based Behaviour scale to the child-based Performance Indicators in the Primary School (PIPS) did not assist reading assessment, however the PIPS scale was confirmed as a valid reading predictor. A teacher-based Central Auditory Processing Disorder (CAPD) scale was significantly correlated to teacher-based Inattention and Behaviour and, with the teacher-based Behaviour scale, significantly predicted reading. On its own it predicted reading better than phonological awareness. It was suggested that child behaviour, CAPD and reading profiles could facilitate joint parent-teacher at-risk referrals in Year 1, including mental health. Assistive listening devices were recommended to aid children's auditory processing. The study needs replication with larger samples.
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Quine, Lyn. "Behaviour problems in severely mentally handicapped children." Psychological Medicine 16, no. 4 (November 1986): 895–907. http://dx.doi.org/10.1017/s0033291700011909.
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SynopsisA population study was undertaken in two health districts of children with severe mental handicap. Prevalence figures for behaviour problems are presented. A stratified random sample of 200 families was drawn from the population. Detailed structured interviews were carried out with the children's parents. The children were divided into two groups comprising those with behaviour problems and those with no problems. There was a significant association between behaviour disorder and incontinence, lack of self-help skills, poor reading, writing and counting skills, and poor communication skills. Environmental correlates were few. There were no differences between groups in family size, birth order, age of parents, marital discord, social class or income. However, behaviour problems were more common in one-parent families. An association was found between maternal stress and problem behaviour. The possible mechanisms underlying this association are discussed
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Cederlöf, M., P. Östberg, E. Pettersson, H. Anckarsäter, C. Gumpert, S. Lundström, and P. Lichtenstein. "Language and mathematical problems as precursors of psychotic-like experiences and juvenile mania symptoms." Psychological Medicine 44, no. 6 (August 13, 2013): 1293–302. http://dx.doi.org/10.1017/s0033291713002018.
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BackgroundPsychotic-like experiences (PLEs) and juvenile mania in adolescence index risk for severe psychopathology in adulthood. The importance of childhood problems with communication, reading, speech and mathematics for the development of PLEs and juvenile mania is not well understood.MethodThrough the Child and Adolescent Twin Study in Sweden, we identified 5812 children. The parents were interviewed about their children's development at age 9 or 12 years. At age 15 or 18 years, children and parents completed questionnaires targeting current PLEs and juvenile mania symptoms. Logistic regressions were used to assess associations between problems with communication, reading, speech and mathematics and PLEs/juvenile mania symptoms. To evaluate the relative importance of genes and environment in these associations, we used bivariate twin analyses based on structural equation models.ResultsChildren with parent-endorsed childhood problems with communication, reading and mathematics had an increased risk of developing auditory hallucinations and parental-reported juvenile mania symptoms in adolescence. The most consistent finding was that children with childhood problems with communication, reading and mathematics had an increased risk of developing auditory hallucinations [for example, the risk for self-reported auditory hallucinations at age 15 was increased by 96% for children with communication problems: OR (odds ratio) 1.96, 95% confidence interval (CI) 1.33–2.88]. The twin analyses showed that genetic effects accounted for the increased risk of PLEs and juvenile mania symptoms among children with communication problems.ConclusionsChildhood problems with communication, reading and mathematics predict PLEs and juvenile mania symptoms in adolescence. Similar to the case for schizophrenia and bipolar disorder, PLEs and juvenile mania may share genetic aetiological factors.
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Tambyraja, Sherine R., Kelly Farquharson, and Laura Justice. "Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors." Journal of Speech, Language, and Hearing Research 63, no. 11 (November 13, 2020): 3714–26. http://dx.doi.org/10.1044/2020_jslhr-20-00108.
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Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.
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Susi Ratnawati. "Pendampingan Masyarakat Dusun Lidah Wetan dalam Pelestarian Budaya Literasi dengan Pembuatan Perpustakaan Mini dan Taman Baca di Surabaya." SOEROPATI 2, no. 2 (May 31, 2020): 119–26. http://dx.doi.org/10.35891/js.v2i2.2062.
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villages in Surabaya that has a very dense population. In this digital era, children and young people are less aware of the need to read. In the tongue, teenagers are not so concerned with learning. Bhayangkara University in Surabaya held a Community Service program which took place in the Lidah Wetan Hamlet, Lakarsantri District, Surabaya City. With the theme "Preserving Literacy Culture". The program is inseparable from the vision and mission of local village officials. With the mini library created by Community Service Team, Bhayangkara University is expected to increase the enthusiasm and interest in reading in the surrounding community. This mini library provides a variety of books ranging from children's story books, learning books to read, learning books to write, learning books to draw, school materials, to religious nuances books and other books (food recipes, fiction stories, etc.). Some programs are directed at encouraging children's potential in reading culture and fostering youthful enthusiasm in organizing. Nowadays many young people are trying to challenge Karangtaruna. Several agendas are designed to solve these problems.
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Miles, T. R. "Book reviews: 1 Reading and its problems : Children's reading problems Peter Bryant and Lynette Bradley Oxford: Blackwell, 1985. 166pp. Learning to read: a cognitive approach to reading and poor reading John R. Beech San Diego: College Hill Press, 1985. 147 pp." Child Language Teaching and Therapy 3, no. 2 (June 1987): 205–7. http://dx.doi.org/10.1177/026565908700300207.
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Schwartz, Judith S., and Marija Maric. "Negative Cognitive Errors in Youth: Specificity to Anxious and Depressive Symptoms and Age Differences." Behavioural and Cognitive Psychotherapy 43, no. 5 (June 6, 2014): 526–37. http://dx.doi.org/10.1017/s1352465814000228.
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Background: Negative cognitive errors are important in the etiology and treatment of youth internalizing problems, but less is known about their unique relations with anxiety and depression. Aims: The major purpose of this study was to examine associations between distinct negative cognitive errors and anxiety and depression in youth. Method: In a community sample of children and adolescents (aged 9–17; N = 278) negative cognitive errors were assessed using the revised version of the Children's Negative Cognitive Error Questionnaire (CNCEQ-R). Anxiety and depression were assessed with the Multidimensional Anxiety Scale for Children and Children's Depression Inventory, respectively. Results: The strongest predictors of anxiety were the negative cognitive errors “underestimation of the ability to cope” and “mind reading”. The strongest predictors of depression were the errors “selective abstraction” and “overgeneralizing”, with the first error explaining most variance. Analyses of age effects showed that, in comparison to adolescents, children reported higher scores on the total CNCEQ-R score, and on the errors “overgeneralizing”, “personalizing”, and “mind reading”. Conclusions: The findings underscore the importance of researching the role of distinct cognitive processing in youth with anxiety and depression and further development of the CNCEQ-R. Implications for clinical practice are discussed.
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MARTINIELLO, MARIA. "Language and the Performance of English-Language Learners in Math Word Problems." Harvard Educational Review 78, no. 2 (July 1, 2008): 333–68. http://dx.doi.org/10.17763/haer.78.2.70783570r1111t32.
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In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing that greater linguistic complexity increases the difficulty of Englishlanguage math items for ELLs compared to non-ELLs of equivalent math proficiency. Through textual analyses, Martiniello describes the linguistic features of some of the 2003 MCAS math word problems that posed disproportionate difficulty for ELLs. Martiniello also uses excerpts from children's think-aloud transcripts to illustrate the reading comprehension challenges these features pose to Spanish-speaking ELLs. Through both DIF statistics and the voices of children, the article scrutinizes the appropriateness of inferences about ELLs' math knowledge based on linguistically complex test items.
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Mustakimah, Siti, Maulida Ajeng Priyatnomo, and Muhamad Chamdani. "FAIRY TALE STORIES AS THE CULTURAL GROWER OF LITERACY READING FOR PRIMARY SCHOOL STUDENTS." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 411. http://dx.doi.org/10.20961/shes.v1i2.26786.
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<em>The children's ability on literacy is essential for their ability development and academical achievement. The purposes of this article are 1) describing fairy tale stories, 2) describing the culture of literacy reading, 3) describing fairy to grower of literacy for primary school students. The research method used was literature study. The data was obtained by doing research study towards some literatures, books, reports and notes included the research problems. The results of this research explains about 1) the description of fairy tale stories, 2) the description of the culture of literacy reading, 3)the description of the usage of fairy tale stories as the literacy culture for children in primary school. The conclusion of this research is that fairy tale is fictional, imaginative, morale and understandable story so that it could be used as an alternative in growing the literacy culture particularly literacy reading for primary school students.</em>
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Putri, Ranti Gatrizka, Dewi Wahyuni, and Umar Hamdan Nasution. "KOLABORASI MAHASISWA DAN KARANG TARUNA MELALUI PROGRAM GEROBAK BACA SEBAGAI UPAYA MENINGKATKAN MINAT BACA ANAK." Martabe : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (March 26, 2021): 159. http://dx.doi.org/10.31604/jpm.v4i1.159-170.
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The background of this activity is the lack of reading books for children in Nelayan Indah Village and the inaccessibility of reading activities throughout the community in Nelayan Indah Village. The Read Cart program aims to facilitate reading activities to increase children's reading interest in Nelayan Indah Village by bringing useful reading books to various areas in Nelayan Indah Village. The cart program is carried out with students in collaboration with the Youth Organization in Nelayan Indah Village with the target audience being children in Nelayan Indah Village. The method of implementation in this program starts with the initial survey and identification of problems in Nelayan Indah Village, then needs analysis and solutions are carried out to the existing conditions, then the program is compiled and implemented, namely (1) Socialization of the Making of Reading Carts and Social Media Accounts for Reading Carts; (2) Designing Carts by Youth and Student Organizations; (3) Making a reading cart which is carried out offline; (4) Socialization of the Making of Carts Read Social Media Accounts; (5) Reading Cart Activities in the Field and Procurement of Competitions, as well as evaluation. The results achieved were the creation of 2 reading carts with the same model and variation, there were more than 300 reading books consisting of fairy tale books, novels, story books, and general knowledge books, the creation of reading cart social media accounts, there were a module on how to create a social media account for Karang Taruna, and the implementation of competitions for children in Kelurahan Nelayan Indah.
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Supriatna, Agus, and Ediyanto Ediyanto. "The Implementation of Multisensory Technique for Children with Dyslexia." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 279–93. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.17.
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Children with learning disabilities are a children's physiological or biological condition in which the competence or achievement is not according to predetermined standard criteria—learning disabilities in the form of errors in reading called dyslexia. Children with specific learning difficulties dyslexia experience difficulties in academic aspects; therefore, it is necessary to carry out an academic assessment and material for tutors to improve dyslexia reading skills. The multisensory technique is alternatives that used as reference material for tutors to improve dyslexia reading skills. Multisensory Techniques that can be used include 1) Reading and Spelling Training; 2) Visual Technique; 3) Auditory Technique, and 4) Tactile Technique. The reading and spelling focus on maintaining relationships between sounds and symbols starts with a single letter and continues with consonant combinations, vowel continuation, and complex letter groupings. The Visual Technique can start by using a picture card with the word written on the bottom (flashcard). Auditory technique for children who have difficulty with sound problems, teach a pair of short words and ask the child to say which word is correct. In addition, children with dyslexia will have the best learning by touch, so it is essential to incorporate this learning style into the instruction as a tactile technique.
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Kastberg, Signe E. "How Many Legs?" Teaching Children Mathematics 21, no. 9 (May 2015): 524–27. http://dx.doi.org/10.5951/teacchilmath.21.9.0524.
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Problem solving in the early grades draws from children's fantasy and imagination informed by early adventures in reading and life (Paley 1986). The richness of their insights coupled with newly created structures for reasoning quantitatively create opportunities for teachers and children to communicate what they “see” in images often not considered as mathematical problems. Such is the case with the illustration from Charlotte's Web (White 1952, p. 21) that captures the chaos of Lurvy, a farm hand, trying to catch the lovable pig Wilbur after he escapes into the barnyard. Legs are everywhere and, as other animals look on, Wilber continues to evade Lurvy. But how many legs are there?
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Ellas, Luciana Carla Dos Santos, Edna Maria Marturano, Ana Maria De Almeida Motta, and Alessandra Gaspar Giurlani. "Treating Boys with Low School Achievement and Behavior Problems: Comparison of Two Kinds of Intervention." Psychological Reports 92, no. 1 (February 2003): 105–16. http://dx.doi.org/10.2466/pr0.2003.92.1.105.
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Children with low school achievement frequently have behavior problems and interpersonal difficulties that pose a risk for psychosocial maladjustment. 39 boys were assessed and randomly assigned to one of two group treatment conditions: (a) interpersonal cognitive problem-solving for whom training was provided through oral and written language activities that met children's social and academic needs and (b) a language workshop, during which only academic difficulties were treated. Parents of children in both groups received group attention. Posttreatment assessments indicated that boys in both conditions showed significant improvements on school achievement and behavior problems, as they were measured by behavior scales reported by mothers and by an academic achievement test. Children in the problem-solving group improved significantly more than the other group on most measures. These results suggest that work with interpersonal cognitive problem-solving skills combined with reading and writing activities is a useful means to produce improvements in child behavior and school achievement.
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Aber, Lawrence, Joshua L. Brown, Stephanie M. Jones, Juliette Berg, and Catalina Torrente. "School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale." Development and Psychopathology 23, no. 2 (April 18, 2011): 411–21. http://dx.doi.org/10.1017/s0954579411000149.
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AbstractChildren's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale.
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Sudewa, I. Ketut. "Memahami Dunia Anak Melalui Puisi di dalam Tabloid Lintang." Pustaka : Jurnal Ilmu-Ilmu Budaya 20, no. 1 (February 29, 2020): 57. http://dx.doi.org/10.24843/pjiib.2020.v20.i01.p09.
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Children express their feelings and thoughts in literary works (poetry) that are created naturally and honestly. They express their world in a beautiful and happy way. Therefore, it is important to understand the world of children expressed in the literary works they create. In this study, discussed about the world of children depicted in children's poetry published in the Lintang tabloid published in January to November 2017. The problems discussed are (1) how the child's world image in poetry contained in the Lintang Tabloid; and (2) how children express their world through poetry in the Lintang tabloid. The method used is a qualitative method that focuses on library studies with techniques of reading, listening, note taking, and interpretation. The theory used is semiotic theory. The results showed that the children's poetry in the Lintang Tabloid published in the Lintang tabloid published in January to November 2017 generally contained five themes, namely: the environment, animals or animals, profession, plants, and love of the motherland. All these themes are expressed with the feelings and thoughts of the child's world and dominantly expressed by using the language style of repetition, metaphor, and personification.
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Mabbott, Donald J., Brenda J. Spiegler, Mark L. Greenberg, James T. Rutka, Douglas J. Hyder, and Eric Bouffet. "Serial Evaluation of Academic and Behavioral Outcome After Treatment With Cranial Radiation in Childhood." Journal of Clinical Oncology 23, no. 10 (April 1, 2005): 2256–63. http://dx.doi.org/10.1200/jco.2005.01.158.
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Purpose To evaluate academic and behavioral outcome in radiated survivors of posterior fossa (PF) tumors. Patients and Methods Fifty-three patients (36 males) treated for malignant PF tumors were seen for evaluation of academics and/or behavioral functioning. Forty-six patients were treated for medulloblastoma, and seven patients were treated for ependymoma. Fourteen patients were treated with reduced-dose cranial radiation, and 34 patients were treated with standard-dose cranial radiation (dose was not available for four patients). All patients received an additional boost to the PF. One patient was treated with PF radiation only. Standardized achievement tests and behavioral questionnaires were administered at different times after diagnosis for each child. First, the influence of demographic and medical variables on outcome was examined. Second, the rate of change in scores was determined using mixed model regression for patients seen for serial assessment. Results The presence of hydrocephalus was related to poorer academics, but outcome was not related to radiation dose, extent of surgery, or treatment with chemotherapy. Younger age predicted poor reading ability and lower parent rating of academic achievement. Children's performance declined for spelling, mathematics, and reading. Significant declines were also evident in parent and teacher's ratings of academic ability. Behavioral functioning was generally not related to medical and demographic variables, and few clinically significant problems in externalizing behavior were evident. Increases in social and attention problems emerged over time. Conclusion Cranial radiation is associated with declines in academic ability, social skills, and attention. However, neither psychological distress nor behavior problems were a significant concern for this sample.
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Mariska, Anis, Anisyah Adiningsih, Claudya Anindyta, Pupung Dianing Ratri, Yunia Puspita Anggraini, and Dini Safitri. "PENINGKATAN MINAT BACA DI KALANGAN ANAK USIA DINI DI SEKOLAH ALTERNATIF ANAK JALANAN (SAAJA)." Jurnal Terapan Abdimas 5, no. 1 (January 30, 2020): 106. http://dx.doi.org/10.25273/jta.v5i1.5013.
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<p><strong><em>Abstract</em></strong><strong><em>.</em></strong><strong><em> </em></strong><em>In major cities in Indonesia there have been many formal schools established in terms of developing children's education at an early age, so that the quality and quality of children in big cities is good. However, formal schools require considerable costs so that they are still difficult to reach by underprivileged families. Concern for underprivileged families inspired the establishment of alternative schools in order to reach education at an early age as an example of which in SAAJA these children experienced a number of problems including lack of awareness of reading interest in each individual, limited human resources, and lack of facilities, especially children's reading books. The purpose of this service activity is to foster reading interest in early childhood at SAAJA. The method used is the Storytelling Method and the Learning While Playing Method. As a result of this activity, participants actively read children's books in addition they are able to sharpen their memory to remember what they have told.</em></p><p><strong>Abstrak</strong><strong>.</strong><strong> </strong>Di kota-kota besar di Indonesia telah banyak berdiri sekolah formal dalam hal pengembangan pendidikan anak pada usia dini, Sehingga mutu dan kualitas anak-anak dikota besar sudah bagus. Namun, sekolah formal memerlukan biaya yang cukup besar sehingga masih sulit dijangkau oleh keluarga prasejahtera. Kepedulian terhadap keluarga prasejahteramemberikan inspirasi untukmendirikan sekolah alternatif demi menjangkau pendidikan pada usia dini sebagai contoh salah satunya adalah di SAAJA anak-anak tersebut mengalami sejumlah permasalahan diantaranya yaitu kurangnya kesadaran minat baca pada masing-masing individu, keterbatasan sumber daya manusia, dan minimnya fasilitas, terutama buku-buku bacaan anak. Tujuan kegiatan pengabdian ini dapat menumbuhkan minat baca pada anak usia dini di SAAJA, Metode yang digunakan adalahMetode <em>Storytellin</em><em>g </em>dan Metode Bermain Sambil Belajar, Hasil kegiatan ini, peserta aktif membaca buku anak-anak selain itu mereka mampu mengasah daya ingat untuk mengingat apa yang telah diceritakan.</p>
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Clar, Monique, Éric Drouin, and Sandy Iverson. "Dare to Dream: Promoting Indigenous Children's Interest in Health Professions through Book Collections." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 39, no. 2 (July 24, 2018): 28–55. http://dx.doi.org/10.29173/jchla29364.
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Introduction: Indigenous peoples in Canada experience significant health challenges, but few pursue careers in the health sciences. Two programs by medical librarians designed to encourage children in First Nations communities to dream of careers in the health professions will be presented.
Description: An academic library in [Province] developed children’s health and science book collections with Indigenous school libraries. Library and information science students, as well as a librarian, participated in health education activities in the recipient schools. This project inspired the community service project of the joint MLA/CHLA-ABSC/ICLC Mosaic|Mosaïque 2016 conference, which focused on placing similar collections in Ontario Indigenous communities. The mechanics, benefits, and challenges of the programs will be discussed including book selection and delivery.
Outcomes: Hundreds of books have been delivered and informal qualitative evaluative data from the recipient communities indicates positive outcomes. Some difficulties in providing optimal access to the books were identified due to communication problems or the relative lack of library infrastructure in these communities.
Discussion: Reading for pleasure is linked to student's academic success. Access to varied and quality literature is important for school achievement, therefore these collections may potentially impact student’s future life chances. While a direct correlation between these collections and student’s future career choices cannot be easily measured, it is known that Indigenous high school graduates frequently choose to pursue professions linked to the needs of the community. Therefore any materials drawing attention to potential community health needs may well influence student’s choices.
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Fikri, Shofil. "Musykilât Ta’lîm al-Ashwâth al-‘Arabiyyah li Ghair al-Nâthiqîn bihâ wa Tharîqah Hillihâ fî Ta’lîmihâ." Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 1, no. 1 (June 2, 2020): 57. http://dx.doi.org/10.36915/la.v1i1.6.
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This paper aims to describe the problems in learning phonology, various phonetic problems, the cause of their occurrence and how to overcome them. This paper is a qualitative descriptive study with the type of literature review from which the results of scientific research or other books are closely related to the learning of phonology knowledge, problems and ways to overcome them which are then explained descriptively. The results of this paper conclude that: 1) learning phonology in Arabic is very important to teach at the beginning of the teaching of Arabic because errors in saying a word affect the true or meaningless; 2) There are two main problems in general teaching phonology for non-Arab students, namely: problems relating to the direction of education and problems related to linguistic systems that include phonetic errors and pronunciation of a letter and word; 3) The cause of the problem is because it is influenced by the use of mother tongue (first language) in general, so that it cannot distinguish the length or short of a tone, the pronouncement of self-determination letters, pronunciation of syamsiyah and qamariyah letters, pronunciation of letters of the same nature and pronunciation tanwin letters; 4) As for the solutions offered in overcoming the phoneme pronunciation problem are: proactively instructors should develop children's fluency in speaking phonemes, indoctrinate sound sounds in listening and speaking activities, obtain language sounds in reading and writing activities, and design teaching processes through practical training in tongue sports to gain phoneme skills.
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Stellern, John, Mike Marlowe, James Jacobs, and Ace Cossairt. "Neuropsychological Significance of Right Hemisphere Cognitive Mode in Behavior Disorders." Behavioral Disorders 10, no. 2 (February 1985): 113–24. http://dx.doi.org/10.1177/019874298501000209.
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This paper presents the results of two studies which investigate the relationship between cognitive mode, emotional disturbance, classroom behavior, and reading and spelling performance. The Adapted Children's Form of Your Style of Learning and Thinking (SOLAT) was administered to 76 nonhandicapped students forming study one, and 31 emotionally disturbed students and 63 nonhandicapped students forming study two to obtain their left, right, and integrated hemisphere cognitive mode scores. Some students were also administered the WISC-R, Bender-Gestalt test, WRAT reading and spelling tests, and/or rated by their classroom teachers on the Walker Problem Behavior Identification Checklist. There were significantly more emotionally disturbed subjects classified right hemisphere cognitive mode by the SOLAT than control subjects, and the emotionally disturbed subjects had significantly higher right hemisphere SOLAT scores than controls. Emotionally disturbed subjects scored significantly lower than controls on the WISC-R, WRAT, and Bender Test, and higher on the WPBIC. As SOLAT right hemisphere scores increased, scores on the WISC-R, WRAT, and Bender Test significantly decreased, whereas scores on the WPBIC significantly increased. And as Solat integrated hemisphere scores increased, so did scores on the WISC-R, WRAT, and Bender Test, whereas scores on the WPBIC decreased. Right hemisphere cognitive mode individuals may be at risk for behavior/learning problems. Implications of the findings are discussed, and possible explanations are presented.
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Strayhorn, Joseph M., and Donna D. Bickel. "Reduction in Children's Symptoms of Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder during Individual Tutoring as Compared with Classroom Instruction." Psychological Reports 91, no. 1 (August 2002): 69–80. http://dx.doi.org/10.2466/pr0.2002.91.1.69.
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Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received individual tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis. Teachers rated the frequency of symptoms in classrooms before and after tutoring. Tutors rated the frequency of the same behaviors during individual tutoring sessions. Children's ADHD symptoms, as well as oppositional symptoms, were significantly lower in the tutoring sessions than in the classrooms. The effect sizes for the difference between behavior in classrooms and in individual tutoring ranged from 0.7 to 2.5 standard deviations. These effect sizes appear as large as those reported for the effect of stimulant medication on ADHD symptoms. All 30 children at preintervention fit the pattern for ADHD using teachers' ratings of classroom behavior; 87% of them did not meet those DSM criteria using tutors' ratings of behavior in individual sessions. The confound of different raters for the two different settings must be resolved by another study with a new design.
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Aziza, Noer, and Dedi Hantono. "PENINGKATAN PENGETAHUAN KESEHATAN IBU DAN PENDIDIKAN ANAK DI DESA KIARASARI KABUPATEN BOGOR." LOGISTA - Jurnal Ilmiah Pengabdian kepada Masyarakat 5, no. 1 (June 30, 2021): 127. http://dx.doi.org/10.25077/logista.5.1.127-134.2021.
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Peranan ibu sangat penting dalam keluarga karena selain pekerjaan rumah tangga ibu juga memiliki peran sebagai seorang pendidik bagi anak-anaknya. Aspek kesehatan menjadi tuntutan yang sangat penting bagi ibu demi kelancaran pekerjaan yang menjadi tanggung-jawabnya. Pendidikan anak terutama pada usia dini bisa dicapai melalui pendidikan formal maupun dengan bermain. Oleh karena itu kegiatan pengabdian ini merupakan bentuk usaha dalam meningkatkan pengetahuan kesehatan bagi ibu dan memfasilitasi sarana pendidikan anak. Kegiatan ini bekerjasama dengan Badan Kependudukan dan Keluarga Berencana (BKKBN) agar permasalahan serta maksud dan tujuan kegiatan ini tercapai. Kegiatan pengabdian ini memiliki 2 aspek yaitu kesehatan ibu dan pendidikan anak. Aspek kesehatan ibu dicapai melalui kegiatan penyuluhan kesehatan reproduksi dan keluarga yang diberikan oleh BKKBN sedangkan aspek pendidikan anak dicapai melalui kegiatan pembuataan taman bermain oleh Program Studi Arsitektur Universitas Muhammadiyah Jakarta. Kedua kegiatan tersebut memberi dampak yang baik bagi penduduk Desa Kiarasari, diantaranya: peningkatan pengetahuan kesehatan bagi ibu-ibu Desa Kiarasari dan semakin meningkatnya jumlah anak-anak yang berkunjung ke taman bermain dan taman bacaan.
Kata kunci: Kesehatan Reproduksi, Keluarga, Ibu, Pendidikan Anak, Taman Bermain
ABSTRACT
The mother's role is very important in the family because in addition to housework, the mother also has a role as an educator for her children. The health aspect is a very important demand for mothers for the smooth running of the work for which they are responsible. Children's education, especially at an early age, can be achieved through formal education or by playing. Therefore this service activity is a form of effort in increasing health knowledge for mothers and facilitating children's education facilities. This activity is in collaboration with the Central Population and Family Planning Agency (BKKBN) so that the problems and aims and objectives of this activity are achieved. This service activity has 2 aspects, namely maternal health and children's education. The maternal health aspect is achieved through reproductive and family health counseling activities provided by the BKKBN, while the children's education aspect is achieved through the creation of a playground by the Architecture Study Program at Muhammadiyah University, Jakarta. The two activities have had a good impact on the residents of Kiarasari Village, including: increasing health knowledge for the mothers of Kiarasari Village and the increasing number of children visiting the playground and reading garden.
Keywords: Reproductive Health, Family, Mother, Children's Education, Playground
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Hatimah, Ihat. "REGULASI DAN IMPLEMENTASI PENDIDIKAN INFORMAL." PEDAGOGIA Jurnal Ilmu Pendidikan 13, no. 1 (August 21, 2016): 194. http://dx.doi.org/10.17509/pedagogia.v13i1.3387.
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Regulation of informal education stipulated in the Law on National Education System No. 20 of 2003 Article 27, namely: 1) informal education activities carried out bythe family and the environment in the form of learning activities independently, 2) Results of education referred to in subsection (1) is recognized equal to formal and informal education after students pass the exam in accordance with national standards of education, 3) provisions regarding the admission of informal education as referred to in paragraph (2) shall be regulated further by a government regulation. Implementation ofinformal education the most obvious is through the family, because the family is the lead agency and the first for children's development. Parents should be able to be a parent of intelligent loving that can be realized in the form of: 1) facilitating children to grow and be happy, 2) train independence, 3) instilling confidence, 4) help facilitate reading books that are useful, 5) invite children to play wholeheartedly, 6) facilitates to communicate, solve problems, make decisions, 7) invites move or move, 8) guiding when watching television.Keywords: regulation, informal education, informal education implementation
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Hidayati, Wilma Rahmah, and Dadan Suryana. "PERAN GURU DALAM MENGENALKAN SAINS PADA ANAK USIA DINI." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 5, no. 1 (June 25, 2021): 72–78. http://dx.doi.org/10.35896/ijecie.v5i1.168.
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This study aims to find out the role of educators in introducing science to early childhood.Educators are the most important aspect of education in school. But the reality in the field there are still many teachers who are not ready in designing a creative activity.Teachers still have difficulty in teaching children science learning.and looking for science activities for children. This research uses literature study method whose data comes from journals, articles, books from the results of reading, recording and analyzing in accordance with existing problems. The results and discussion in this research is to carry out the learning process, it is necessary to design learning (RPPH) in accordance with children's cognitive development regarding the development of science, determining the tools and materials to be used.The implementation is also regrettable with the planning and carried out while playing and learning, as well as conducting assessments with reference to STPPA.The conclusion is that the teacher's efforts in introducing science can be started from the design of learning, implementation, and assessment and activities carried out is a fun activity and carried out while playing.
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Jannai, Milly Epstein. "Student-Text Interface in Gifted Children: Case Description." Gifted Education International 20, no. 2 (October 2005): 200–219. http://dx.doi.org/10.1177/026142940502000210.
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The program I will present tries to enrich learning encounters of gifted children with literary texts. These encounters are assumed to combine emotional factors with cognitive ones connected to the production of knowledge and its organization. The proposal emphasizes the interaction between these factors through sharpening children's awareness of their involvement in the reading process. The current research proceeds from a general hypothesis that states that intensive and personalized care is needed in order to promote an appropriate balance of cognitive and affective/emotional traits in the gifted child's personality, and to reduce stress, uneven development, and lack of personal contentment, all of which are problems common to the talented. The approach presents the meeting between reader and text as a personal encounter that allows the young reader to fashion his own instruments of textual analysis, basing himself on affective experience and intellectual abilities related to the production and organization of knowledge. The process of reading itself, aside from adult support and aid, develops the reader's awareness of the motivational, attitudinal, intellectual and other factors involved in skilled reading, permitting him to transform personal and subjective foci of interest into more abstract and defined tools of text-analysis. The approach is organized around three foci, which emphasize different aspects of the text-reader interface: Reading materials are developed through expanding “core ideas” which reflect a personal focus of interest The role of the reader is stressed through the improvement of his awareness to his use of meta-cognition, insight and vital self-instruction. Adult involvement is particularly significant in planning the steps that will permit transforming a casual experience into a personal and meaningful life-experience. The most salient characteristic of this program is its holistic nature, and its commitment to the creative aspects involved in reading. In the long term, in addition to the design of tools for text analysis, the program encourages the development of different kind of awareness: 1) of cognitive styles, that influence learning styles and its results; 2) of the meta-components of thinking, and 3) of “occurrences” and random feelings that give color and nuances to cognitive components and serve as a motivational background when “meeting” the text.
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Kalуnychenko, I. O., and A. S. Kolesnyk. "Features of the functional state of the cardiovascular system during cognitive load for children 5-6 years of age." CHERKASY UNIVERSITY BULLETIN: BIOLOGICAL SCIENCES SERIES, no. 1 (2021): 46–53. http://dx.doi.org/10.31651/2076-5835-2018-1-2021-1-46-53.
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Introduction.Much attention is paid to the analysis of problems that arise during the initial stage of children's education in school in recent years. Preschool age is one of the sensitive and critical stages of individual development. Explicit structural and functional changes occur during this period. These changes are accompanied by an increase in the functional stress of psychovegetative mechanisms of regulation. Both psychological and physical stress are considered to be the cause of autonomic disorders. Such a provoking factor may be the beginning of school for a child. Formation of visual and auditory perception is one of the leading functions of cognitivedevelopment for older preschool children. This function provides the child's interaction with the external environment and its orientation in space. This function is also an indicator of the child's readiness for school.Therefore, the importance of studying the features of the functional state of the cardiovascular system during the audio-visual load of educational and developmental nature is relevant.Thepurposewas to study the features of autonomic regulation of heart rhythm of children 5-6 years old under conditions of cognitive load.Methods.Observation was carried out on children 5-6 years of age of preparatory groups of preschool educational institutions of the Sumy city (n = 192). We assume that changes in autonomic functions may be influenced bythe immaturity of motor-motor, visual-auditory, speech-auditory and visual-graphic components. An important component of educational and cognitive activities in preschool age is the development of reading and writing. Visual information was studied from two positions pictorial (elements of writing) and verbal (recognition of letters and words elements of reading).The method of phasography was used to study the state of the cardiovascular system. This method was used using the device "Phazagraph". This device is designed for recording and analysis of the electrocardiogram in the phase space to estimate the amplitude and speed parameters of any elements of the electrocardiogram, which allows you to accurately estimate the graph of the electrocardiogram.Results.It was found that sympathicotonia is manifested among the examined children aged 5 and 6 years during cognitive load. Activation of the sympathetic part of the autonomic nervous system occurs during writing compared to reading. That is, the adaptive mechanisms of the autonomic nervous system correspond to lower rates during writing compared to reading. The reason for this may be the immaturity of autonomous supply systems and mechanisms for their regulation and indicate an imbalance of autonomicsupply. In turn, the dominance of sympathetic influence on heart rate is accompanied by signs of dysregulation of cardiovascular functions during writing for children. The reason may be the immaturity of the functional systems of the interconnected brain areas, which is accompanied by a deterioration in the coordination of autonomic functions of the body. Originality. The idea of the formation of psychophysiological features in ontogenesis is expanded.Conclusion. A comprehensive assessment of children's adaptation to exercise was justified.
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Heny Sulistyowati. "LANGUAGE SKILLS OF DEAF CHILDREN AT JOMBANG STATE EXCEPTIONAL SCHOOL." Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) 3, no. 2 (August 17, 2021): 90–96. http://dx.doi.org/10.33752/disastri.v3i2.1780.
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Deaf children show hearing difficulties from mild to severe categories, classified into hearing loss and deafness. Deaf people are people who have lost the ability to hear so that it hinders the process of language information through hearing, either using or not using hearing aids where the hearing limit they have is sufficient to allow the success of the process of language information through hearing. Deaf children need learning media in the form of teaching aids to enrich their language vocabulary. The props include miniature animals, human miniatures, relevant pictures, illustrated library books, and children's play tools. The method used in this study is a qualitative descriptive method through an observation. Observations are carried out in stages over several days starting from making an approach to making direct observations of objects. The results of observations made to Agus are guided by 4 language skills. Based on the four language skills, the object is able to master in writing skills. Listening skills are not mastered because the object has problems in hearing but can be overcome by the lip motion method. Object reading skills can understand but difficult to convey as well as speaking skills.
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Suastika, Nyoman Suastika. "PROBLEMATIKA PEMBELAJARAN MEMBACA DAN MENULIS PERMULAAN DI SEKOLAH DASAR." Adi Widya: Jurnal Pendidikan Dasar 3, no. 1 (July 22, 2019): 57. http://dx.doi.org/10.25078/aw.v3i1.905.
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<p><em>Language is a communication tool that is a symbolic system of sound produced by a human speech tool. Language as a means of communication can not only talk, but can be manifested by hand signals or other bodies that have their own rules. Language has a central role in the intellectual, social, and emotional development of students. This means every human being is subject to limitations in the language. The development of children's speaking skills in elementary schools will become the language for their effective and efficient communication. Learning to read in primary school is very important. This is caused by learning that can not only be utilized in improving the language skills of children, more than that, that is to improve students' ability in learning other subjects. The essence of writing skills is to increase the vocabulary insight for students, so that students are encouraged to think dynamic, critical, rational and able to live up to the conditions and goals of good and true teaching. However, on various matters relating to the process of reading and writing beginning in elementary school. This should not be allowed to happen continuously will cause an imbalance in the development of students' thinking ability. In addition to teachers, parents also play an important role in helping to solve problems by learning to read and write the beginning. Here the authors formulate some efforts to overcome this, namely: choosing reading materials, making the media as a song, choose innovative learning media, and motivate students by providing feedback.</em></p>
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Zanoti-Jeronymo, Daniela Viganó, and Ana Maria Pimenta Carvalho. "Self-concept, academic performance and behavioral evaluation of the children of alcoholic parents." Revista Brasileira de Psiquiatria 27, no. 3 (September 2005): 233–36. http://dx.doi.org/10.1590/s1516-44462005000300014.
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OBJECTIVE: It has been shown that being the child of an alcoholic is a risk factor for the development of alcoholism in adulthood. Due to the suffering caused by living with alcoholic parents, other vulnerabilities appear in such children. Among these are low self-esteem, poor academic performance and behavioral problems. This work aims to comparatively evaluate children of alcoholic parents and children of nonalcoholic parents. METHODS: The study design was quasi-experimental, involving two comparison groups. Two groups of 20 children were selected. The groups consisted of 10- to 12-year-old male and female children. One group comprised children of alcoholic parents, whereas the other comprised children of nonalcoholic parents. The self-concepts of these children were evaluated using the Piers-Harris Children's Self-Concept Scale as well as the Academic Performance Test. Their mothers participated in the study by answering questions related to the behavior of their children on the Rutter A2 scale of Child Behavior. RESULTS: The results showed that the children of alcoholic parents tended to have more negative self-concepts and presented lower academic performance in reading and arithmetic than did children of nonalcoholic parents. Based on the responses given by the mothers, the children of alcoholic parents presented more behavioral problems than did those of nonalcoholic parents. CONCLUSIONS: The results of this study confirm those of other studies and call attention to the need to be aware of the potential vulnerabilities of children of alcoholic parents and, especially, to try to minimize such vulnerabilities, thereby altering the course of psychological suffering that can mark their lives.
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Petrash, Elena, Tatyana Sidorova, and Inna Pradun. "PEDAGOGICAL PREPARATION OF CAMP COUNSELORS FOR WORKING IN MODERN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 470. http://dx.doi.org/10.17770/sie2020vol3.4853.
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The article discusses the problem of pedagogical training of camp counselors for working at school. The authors note that the profession of counselor in modern conditions takes on a completely different meaning: the introduction of the counselor position in the staff of the modern school is associated not only with the organization of children's vacation, recreation and rehabilitation, but also with the need to include counselors in the school educational activities during the school year.The article presents an empirical research of the counselors importance and their role in a modern school: a description of diagnostic tools is given, the survey results are analyzed by the authors. Also the authors diagnose the qualities and knowledge needed to the modern counselor, determine the counselor’s mission in a school, conduct a comparative analysis of the counselor’s activities at the school and the summer camp, summarizing the points of view of students and teachers (class teachers, representatives of the administration of educational institutions). The data obtained during the experiment formed the basis to create the educational program “Camp counselor at school”, focused on the pedagogical training of counselors for working at schools. The article is intended for public reading and for those who are interested in the problems of modernization of the general education system.
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Blachman, Benita A. "Early intervention for childrenʼs reading problems." Topics in Language Disorders 12, no. 1 (November 1991): 51–65. http://dx.doi.org/10.1097/00011363-199112010-00006.
Full text
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Levert, Tanya, and Patricia Jansen. "A Lurian-Piagetian Approach to Assessment of Historically Disadvantaged Black Scholars in English Medium Schools." South African Journal of Psychology 31, no. 4 (December 2001): 21–31. http://dx.doi.org/10.1177/008124630103100403.
Full textAbstract:
Piagetian and Lurian assessment procedures were employed to evaluate the neurocognitive processes of seven-year-old historically disadvantaged children (n=27), residents of traditionally Black areas who were identified as experiencing learning problems (LP group) in English medium schools. Comparisons were made with a reference group of Black children in the same schools (n=23) currently not experiencing learning problems (NLP). No significant differences were found between factors such as maternal education, occupational status, Home Screening Questionnaire or the amount of English spoken in the homes of the two groups. On Piagetian tasks of conservation and seriation, it was observed that the performances of the NLP group were age appropriate, while the LP children showed a developmental lag, despite the fact that no significant difference was observed on classification tasks. Using Majovski et als (1978) adaptation of Luria's tests, significant differences were noted on all tasks with the exception of Acoustic-Motor organisation and Higher Visual Functions. The results of the Lurian tasks indicated difficulties with basic skills but especially with the regulatory and directional aspects of language which manifested in lower level dysfunctions regarded as prerequisites for gaining higher level skills. The occurrence of different maturation rates and skills for the two groups as shown by Piagetian and Lurian tasks, was also supported by differences obtained on Goodenough's (1929) DAP test (p<.001). Significant correlations were found between conservation and seriation tasks with Lurian functions of motor, acoustic-motor, expressive language, arithmetic and reading /writing skills. The possibility is raised that Piagetian and Lurian approaches can offer greater insight into children's cognitive levels and task performance.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
Full textAbstract:
Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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Asmawati, Luluk, and Sholeh Hidayat. "Parenting E-book: Coping Early Childhood Education Problems During Learning from Home." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 332–40. http://dx.doi.org/10.21009/jpud.142.11.
Full textAbstract:
During COVID-19, early-childhood school closings led to higher levels of stress in parents when compared to childless adults. In addition, lack of time to prepare, as well as mental-health problems, worry, and stress in parenting, may have hampered parents' ability to support their children's educational needs. The research aims to solve the problem of early childhood parenting during learning from home and improve the quality of early childhood parenting. The research method uses the research and development stage of the Borg & Gall model. Participants are mothers who have children aged 5-6 years. The data collection technique was done through expert validation and effectiveness testing with a quasi-experimental design. The data analysis used paired t-test statistical analysis. The findings show that the validity of the results of the material expert's test is 96%, and the media expert's test is 94% in the very good category. The effectiveness test based on the pre-test and post-test results showed that Sig. (2-tailed) <0,05 (α), which means that the parenting e-book media significantly increases mothers' understanding of parenting well-being practices in early childhood. The implications of this multimedia-based anyflip e-book can be downloaded via gadgets, android, laptop, practical, easy to read and repeated to accompany childcare activities from home.
Keywords: Anyflip E-book, Early Childhood, Parenting
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