Relevant bibliographies by topics / Children's views

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's views'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Children's views"

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Milandri, Milena. "Children's Views of Microbes." Pediatric Infectious Disease Journal 23, no. 12 (December 2004): 1077–80. http://dx.doi.org/10.1097/01.inf.0000145756.58944.f9.

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Jones, Alison. "Listening To Children's Views." Probation Journal 47, no. 2 (June 2000): 140–41. http://dx.doi.org/10.1177/026455050004700214.

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Dockett, Sue, and Bob Perry. "Children's Views and Children's Voices in Starting School." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 12–17. http://dx.doi.org/10.1177/183693910302800104.

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The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.
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Tunnard, Sandra, and John Sharp. "Children's views of collaborative learning." Education 3-13 37, no. 2 (May 2009): 159–64. http://dx.doi.org/10.1080/03004270802095421.

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Cullingford, Cedric. "Children's views about working together." Education 3-13 16, no. 1 (March 1988): 29–34. http://dx.doi.org/10.1080/03004278885200071.

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Richmond, Virginia P., Michael J. Beatty, and Paula Dyba. "Shyness and popularity: Children's views." Western Journal of Speech Communication 49, no. 2 (August 1985): 116–25. http://dx.doi.org/10.1080/10570318509374187.

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Pfeffer, Karen, and Bankole Cole. "Policing Youth Crime: Children's Views." Police Journal: Theory, Practice and Principles 69, no. 1 (January 1996): 5–11. http://dx.doi.org/10.1177/0032258x9606900102.

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Revell, Tristan, Martin Stanisstreet, and Edward Boyes. "Children's views about marine pollution." International Journal of Environmental Studies 45, no. 3-4 (April 1994): 245–60. http://dx.doi.org/10.1080/00207239408710900.

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Mackintosh, Margaret. "Children's Views in Physical Geography." International Research in Geographical and Environmental Education 8, no. 1 (April 1999): 69–72. http://dx.doi.org/10.1080/10382049908667592.

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Lovett, L., A. Tamkin, and J. Fletcher. "Children's Views on Mental Illness." International Journal of Health Promotion and Education 49, no. 1 (January 2011): 4–8. http://dx.doi.org/10.1080/14635240.2011.10708200.

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Dissertations / Theses on the topic "Children's views"

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Ntebe, Ntombenani Primrose. "Children's experiences and views on domestic violence." University of the Western Cape, 2012. http://hdl.handle.net/11394/5157.

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Magister Legum - LLM
In a country in which human rights feature prominently in our discourse about who we are, as well as in the South African constitutional and legal framework, so many wrongs continue to be perpetrated on women and children. However, children seem to be particularly affected by domestic violence, either physically, emotionally or socially. In order to adequately address these diverse experiences and understand what children say, an in-depth investigation into how children experience domestic violence, and what their views are, is required. The study will focus on those children who had been affected emotionally and socially in their homes. This study will make an attempt to expand on how children experience domestic violence, what the general reaction of a selected group of children, who have observed domestic violence, is and what their views of domestic violence are. Attention was given to the relevant literature as well to legislative and policy frameworks. The study employed a qualitative research method in order to obtain in-depth data from the children. Children were selected from three schools in a small Northern Cape town, which participated in the study and the schools were grouped as follows: one school from each area, which are Nonzwakazi, Sunrise and De Aar (town). Each high school had five participants. The participants‟ ages were between 12 and 17. All the participants reside at De Aar which is situated in Prixley kaSeme District about 300 kilometres from Kimberley, Northern Cape Province. Data was coded according to the themes that emerged from the study and were analysed. The results indicated that children are able to share their experiences when given the opportunity. It is further shown in the results that children view domestic violence as a wrong and that men are the sole abusers. It further indicated that children do not have confidence in the courts; they are of the view that the courts are being too lenient on the abusers and they further said that more protection orders should be issued in order to prevent domestic violence. They blame this on non-responsiveness of the police when they are called and the kind of punishments the courts impose when the abuser is brought before court.The majority of children expressed their wish to see justice being done. The study found that children are of the view that there is little support from the police and the courts. The study concluded that children, acting voluntarily and with appropriate ethical safeguards, can make a significant contribution to both describing their experiences of domestic violence, and to indicating the standard of services and other interventions that they can trust and use.
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Webb, Clare Louise. "Young children's views of social behaviour." Thesis, University of Huddersfield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285589.

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Merrick, Rosalind. "Children's views and speech and language therapy." Thesis, University of the West of England, Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501092.

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Stephens, Shanda. "Latino Children's Kindergarten Entry: Views of Parents and Teachers." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2651.

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This study examined parental and teacher expectations of kindergarten readiness of Latino children. The perceptions ofLatino mothers, Latino fathers, and kindergarten teachers were analyzed and compared. Specifically, parents' and teachers' responses were compared in three areas: perceptions of what parents can do to prepare children for kindergarten, priorities for requisite kindergarten entry skills, and rankings of the importance of specified skills to be emphasized in kindergarten. Differences between kindergarten teachers' expectations for nonnative English-speaking children and native English-speaking children were also examined. The parent sample consisted of 35 Latino mother/father pairs. AJI were parents of children who entered kindergarten Fall, 2000. The teacher sample consisted of 33 kindergarten teachers from two large school districts in a western state. Major findings indicate that some differences do exist between teachers' and Latino parents' priorities for requisite kindergarten entry skills as well as their rankings of the importance of specified skills to be emphasized in kindergarten. Supporting previous research, both mothers and fathers rated academic concepts such as counting, reading, and writing higher than teachers. By contrast, teachers rated more developmentally appropriate concepts higher. All groups agreed that parents could do more to prepare children for kindergarten, but parents and teachers differed in their responses of what parents could specifically do to encourage this preparation. Teachers mentioned reading to children, enriching the child 's environment, and communication more often than both mothers and fathers. Parents were more likely to mention emotional support and discussing school with their children as ways parents could foster kindergarten preparation. Teachers expected native English-speaking children to know how to follow directions upon kindergarten entry more than they expected it for nonnative English speaking children. Furthermore, teachers who had training in ESL education placed more emphasis on incorporating speaking skills in nonnative children's kindergarten curricula than did teachers without multicultural training. Also included in the study are concrete examples of concerns Latino parents have as their child enters school, challenges teachers face in having linguistic diversity in their classroom, as well as teacher suggestions for improving ESL kindergarten preparation. Implications of these findings for parents, schools, and children are discussed. Suggestions for future research are then offered.
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Hayward, Clare A. "Children's views of their stepfamily : an investigation of children's attributions towards members of their stepfamilies." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275540.

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Thelander, Nina. "We are all the same, but- Kenyan and Swedish school children's views on children's rights /." Doctoral thesis, Karlstad : Faculty of Arts and Education, Educational Work, Karlstads universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4112.

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Vujanovic, Suzan. "Young Vietnamese children's conceptions of play." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16157/1/Suzan_Vujanovic_Thesis.pdf.

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Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
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Johnson, Mercedes. "Regulating emotions : young children's views on what adults can do." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5377/.

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The purpose of this exploratory study was to understand the emotion regulation experience of young children, aged three to four, attending a nursery school of a Local Authority. This study aimed to reveal young children’s perspectives on emotion regulation and in particular on the way the children see adults playing a part in the children’s emotion regulation. It also aimed to explore ways of engaging young children and eliciting their views. A sample size of 6 participants together with a qualitative triangulated data collection method, offered by the Mosaic approach, revealed unique insights into children’s lived experiences. The data was analysed using a thematic analysis approach. Findings showed that young children view adults playing an important role in supporting their emotion regulation and that there are a number of ways children found adults can do that successfully. Findings also showed that adults can sometimes be seen as unhelpful by the children, particularly when they were misinterpreting the child’s emotions. Other children were seen as helpful in supporting the emotion regulation of fictional characters or children’s own. Occasionally children also reported dealing with emotions on their own. All methods of data collection generated interesting data but some were more prevalent in generating the key themes around the adults’ role. The thesis offers a critical review of the strengths and limitations of this research together with potential directions for future research. It concludes with implications for the profession and researchers’ reflections on the study.
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Avramidis, Georgios. "Elected children's views on school elections and students councils in Greece." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148858.

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The main aim of this paper is to highlight and investigate children’s perspectives on the ordinance of students’ elections and students’ councils in the country of Greece. This study is motivated by the huge lack of research on the topic in Greece and aim to seek student’s views in regards to students’ councils. This qualitative research endeavors to find how students decide to enter the school elections as candidates, what they hope to achieve through their candidacy and how they perceive democratization in education via these elections. Finally, it is asked from them to evaluate the utility of the whole ordinance of students’ communities. Six students, aged from 15 to 18, who are attending the Greek public High School (the name in Greek is Lykeio) were interviewed; three boys and three girls. The researcher chose one boy and one girl from each of the three years of High School. In order to hear children’s voice and allow them space and time to express their perceptions, semi-structured interviews were conducted with open ended questions while at the same time encouraging them to give clarifications on their answers. A thematic analysis was conducted on the transcribed material of the interviews and four primary themes were emerged: I) being candidates as a personal decision, II) aspirations for being candidates, III) Significance of the ordinance on school elections and on students’ councils and IV) democratization of children through school elections. In conclusion, this paper, by closely examining students’ perspectives and beliefs, seeks to shed new light on the neglected issue of students’ elections and councils in the country of Greece.
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Palilla, Jessica Mae. "Mothers' Views of Their Children's Anxiety in Autism: A Qualitative Approach." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6170.

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Children diagnosed with autism spectrum disorders (ASD), which is marked by severe social disabilities, also present with higher rates of anxiety. Understanding the qualitative symptoms that underlie anxiety in ASD may help to better characterize the overlap of ASD and anxiety symptomology and suggest targeted treatment strategies. Twenty mothers with male children diagnosed with high-functioning ASD were interviewed using a follow-up interview to the SCAS parent rating scale, in order to better understand how mothers perceive their child's anxious thoughts, behaviors and cognitions. All interviews were transcribed and thematic analysis was used to analyze the results. Eight themes emerged from the analysis: first, anxious symptoms in children with autism negatively impacts the whole family; second, anxiety interferes with the child's life; third, mothers can identify anxiety by their child's anxious behavior; fourth, children with ASD utilize coping strategies to reduce their anxiety; fifth, children with ASD experience physiological symptoms with their anxiety; sixth, anxiety and anxious thoughts go together; seventh, mothers can identify the etiology of children's anxiety; and eighth, children's anxious thoughts are perceived by their mothers as reasonable. Interventions for anxiety in ASD should consider the whole family system including education, symptom reduction, and possible respite care.
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Books on the topic "Children's views"

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1944-, McAleer Jill L., and Clifford Brian R, eds. Children's views about television. Aldershot, Hants, England: Avebury, 1991.

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Mantraṇālaẏa, Bangladesh Tathya, ed. Children's opinion poll: Children's views and expectations from political aspirants and leaders in Bangladesh. Dhaka: Communication, Advocacy and Partnership Section, United Nations Children's Fund, 2013.

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Morgan, Roger. Children's views on restraint: The survey of the views of children and young people in residential homes and residential special schools. Newcastle upon Tyne: Commission for Social Care Inspection, 2004.

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Merrick, Rosalind. Picture me: Children's views of speech, language and communication needs. Albury, Guilford: J&R Press Ltd, 2014.

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Group, United States National Education Goals Panel Goal 1. Technical Planning. Reconsidering children's early development and learning: Toward common views and vocabulary. Washington, D.C: National Education Goals Panel, 1995.

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1937-, Milner Joseph O'Beirne, and Milner, Lucy Floyd Morcock, 1941-, eds. Webs and wardrobes: Humanist and religious world views in children's literature. Lanham, MD: University Press of America, 1987.

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Foundation, Joseph Rowntree, ed. Listening to children's views: The findings and recommendations of recent research. Layerthorpe, York: York Pub. Services, 2000.

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Heaviside, Sheila. Public school kindergarten teachers' views on children's readiness for school: Contractor report. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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University of London. Social Science Research Unit. Evidence for Policy and Practice Information and Co-ordinating Centre, ed. Children's views about obesity, body size, shape and weight: A systematic review. London: Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), 2009.

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Screening gender on children's television: The views of producers around the world. New York, NY: Routledge, 2010.

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Book chapters on the topic "Children's views"

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Taylor, Nicola, and Megan Gollop. "Children’s Views and Participation in Family Dispute Resolution in New Zealand." In Enhancing Children's Rights, 242–55. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_17.

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Al-Hassan, Omayya M. "Children's views about their nursery experiences in Jordan." In The Theory and Practice of Voice in Early Childhood, 67–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429259630-9.

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Hong, Xiumin, Wenting Zhu, and Qun Ma. "The second-child views from the children's perspective." In Embracing the New Two-Child Policy Era, 59–100. London: Routledge, 2022. http://dx.doi.org/10.4324/b22821-4.

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Third, Amanda, Girish Lala, Lilly Moody, and Georgina Theakstone. "Children's Views on Digital Health in the Global South." In Creative Approaches to Health Education, 173–89. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003126508-12.

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Shiraani, Fathimath, Neil Carr, and Gill Rutherford. "Disabled children as legitimate research participants: a topic omitted from tourism research?" In Social tourism: global challenges and approaches, 96–108. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0009.

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Abstract This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.
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Shiraani, Fathimath, Neil Carr, and Gill Rutherford. "Disabled children as legitimate research participants: a topic omitted from tourism research?" In Social tourism: global challenges and approaches, 96–108. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0096.

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Abstract This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.
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Doel-Mackaway, Holly. "Aboriginal Children and Young People's Views about the Northern Territory Intervention." In Indigenous Children's Right to Participate in Law and Policy Development, 117–48. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315123912-4.

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Doel-Mackaway, Holly. "Aboriginal Children and Young People's Views about Participating in Law and Policy Development 1." In Indigenous Children's Right to Participate in Law and Policy Development, 149–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315123912-5.

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Thomas, Nigel. "Children’s Views." In Children, Family and the State, 132–52. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9781403919915_9.

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Sanders-Smith, Stephanie C., Sylvia Ya-Hsuan Yang, and Kutasha Bryan-Silva. "Views of Children." In The Yew Chung Approach to Early Childhood Education, 55–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003302926-6.

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Conference papers on the topic "Children's views"

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Waszczuk, Joanna, Helena Konowaluk-Nikitin, and Ewa Pawłowicz-Sosnowska. "POLISH PRESCHOOL TEACHERS' VIEWS ON HARDENING CHILDREN'S HEALTH." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0679.

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Charisi, Vicky, Azra Habibovic, Jonas Andersson, Jamy Li, and Vanessa Evers. "Children's Views on Identification and Intention Communication of Self-driving Vehicles." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3084300.

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Olafsdottir, Sara. "Children's Views on Play in Peer Cultures: Status, Rules, and Educator's Role." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570943.

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Wai Michael Siu, Kin, Kwok Yin Angelina Lo, Yi Lin Wong, and Chi Hang Lo. "Playful Public Design by Children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002044.

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The design of public space and facilities in a country park aims to serve a wide scope of people with diverse needs and interests. Research on human factors should include users of different ages and capabilities. Children are often a forgotten category of users for collecting views and preferences in public design. Their voices and ideas are seldom heard and heeded. It is crucial to involve children in the design process to optimise outdoor recreational and educational experience in a country park. Playful Public Design by Children is a design research project which involved 1,023 children aged 3 to 18. They were guided to use a human factors (or ergonomics) approach to identify and solve problems in the real-life setting of Shing Mun Country Park in Hong Kong. The design research, spanning from 2019 to 2020, was conceived and co-led by a public design lab of a university and a group of art and design studios for children and teenagers. This paper reports an investigation of children’s perception of, observations on and concerns about the country park and the values underlying these concerns. Different phases engaged children in site research and visual-based design projects. For clarity and more in-depth discussion, this paper focuses specifically on children aged 8 -12. The projects allowed children to participate in observing the inadequacies of current park features such as space and facilities design. Research findings reveal children’s ability to embrace complexity in different design situations as they adopted the role as researcher, designer and change-maker. The common problem-solving strategies among their proposed design ideas reflect their concern for fun, fulfilment, adventure, action and harmony of different users (animals included) in the shared outdoor environment. Their proposed design solutions go beyond existing park design that covers only functional and physical aspects. Children’s perspective addresses other human factors such as psychological, emotional and social needs of different users resulting in an array of whimsical designs, such as zoomorphic gazebos, tree houses and observation towers for star-gazing, bird-watching, daydreaming and quiet reading. The significance of the research project is in the pedagogical practice that reveals children’s inherent creativity, design ability and potential as contributing citizens. The project changes urban children’s perception of nature, design and problem-solving strategies, and parents’ perception of design education in children’s creative development. Through the lens of children, designers can find a more well-rounded view inclusive of different human factors that can optimise users' interaction with the country park environment.
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Mohatle, Seabata A. "PREPARING AFRICAN LANGUAGE STUDENT TEACHERS FOR THE WORKPLACE IN SCHOOLS: A STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end092.

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"There is considerable agreement that learning to teach African Languages (AL) is optimized when coursework learning is combined with quality practice learning experiences in schools. The importance of role of (AL) in teacher education programmes and in children's learning is of paramount importance. This study focuses on the use of the African Language (AL) as the language of learning and teaching (LoLT) and its impact on the language development of (AL) student teachers and AL learners. The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS). Against the background of major theories in Home Language (HL) teaching and learning, this topic is contextualized within the South African education system. Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of African Language Education (ALE) programmes to prepare student- teachers for teaching in South Africa. Based on the findings, a questionnaire was designed to determine the extent of the impact of student teachers’ limited on African Language Proficiency (ALP). A comparison of teacher and learner written errors was made. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching approaches to ensure quality AL teacher input and AL learner performance. Qualitative questionnaires and (focus group) data were collected, involving all the student teachers in the programme. The responses to the questionnaire were analysed descriptively. The study was conducted at an urban campus of a South African university."
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Karakuş, Fazilet. "VIEWS OF GIFTED CHILDREN’S PARENTS ABOUT THE MOST COMMON PROBLEMS THEIR CHILDREN ENCOUNTER IN EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1609.

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Chiou, Yan-Ming, Tia Barnes, Shameeka M. Jelenewicz, Chrystalla Mouza, and Chien-Chung Shen. "Teacher Views on Storytelling-based Cybersecurity Education with Social Robots." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3465199.

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Snyder, William. "Children’s syntax: a parametric approach." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0002/000417.

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Here I present some reasons to take a “parametric” approach to children’s acquisition of syntax. I briefly review findings from three case studies which, in my view, offer important insights into what happens when a child’s syntax undergoes a change. Each of the case studies is based on longitudinal corpora of spontaneous-speech samples from children acquiring English or Spanish, and each one examines the initial emergence of syntactic structures that are subject to cross-linguistic variation. My principal claims are that changes in a child’s syntax are decisive, additive, and interconnected.
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with Down's Syndrome, Children. "Correctional and Developmental Work with." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100839.

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The article examines the features of the use of new approaches to correctional and developmental work focused on children with mental and physical retardation, in particular, "sun children" (with Down syndrome) and "rain children" (with autism spectrum dis-order) in inclusive education. It highlights the theoretical material and owns view of the practical use of the synthesis of music and colour in the implementation of this activity. The paper elucidates the mental processes that occur during the processing of information in the hemispheres of the child's brain. It reveals the wave energy nature of colour and the associative relationship of colours with the sound of musical works. The light auditory and the creative-practical component of classes have been described. Particular emphasis has been placed on the "special" children’s characteristics of perception, behaviour and performance of colour music tasks. It has been shown that our proposed program of colour music therapy has a positive effect on the emotional sphere, improves the quality of communication, and enhances the ability to self-regulation, creative activity of children.
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Hartikainen, Heidi, Marianne Kinnula, Netta Iivari, and Dorina Rajanen. "Finding common ground: comparing children’s and parents’ views on children’s online safety." In Electronic Visualisation and the Arts (EVA 2017). BCS Learning & Development, 2017. http://dx.doi.org/10.14236/ewic/hci2017.43.

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Reports on the topic "Children's views"

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Kohlmann, Annette. Fertility intentions in a cross-cultural view: the value of children reconsidered. Rostock: Max Planck Institute for Demographic Research, January 2002. http://dx.doi.org/10.4054/mpidr-wp-2002-002.

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Ton, Giel, Jodie Thorpe, Irene S. Egyir, and Carolina Szyp. Value Chain Governance: Entrance Points for Interventions to Address Children’s Harmful Work in Agriculture. Action on Children’s Harmful Work in African Agriculture, January 2021. http://dx.doi.org/10.19088/acha.2021.001.

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This paper presents different types of governance mechanisms that can be present in a specific value chain and explores how these can be used or need to be modified in view of intentions to reduce children’s harmful work. We primarily look at the way that the unobservable process-related quality attributes of a product are currently governed and discussed. We identify interactions/ coordination processes that we feel are relevant for ACHA and likely entrance points for interventions.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Bateman, Dorothy. Changing the custody of children whose parents have been divorced : a general view of the process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.855.

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved. Model of such interaction is built.
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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Quesnel Galván, Lucia. An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3291.

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Rösener, Ringo. Little Rock Revisited – On the Challenges of Training One’s Imagination to Go Visiting. Association Inter-University Centre Dubrovnik, March 2022. http://dx.doi.org/10.53099/ntkd4305.

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In this working paper, I ask whether or not whites could and should write about concerns of People of Color. To this end, I deal with Hannah Arendt’s controversial article “Reflections on Little Rock” from winter 1958/59. In her article, Arendt comments on the de-segregation of black school children in the USA and the associated unrests in Little Rock (Arkansas) and Charlotte (North Carolina) on September 4, 1957. My analysis of her article is initiated by a confrontation of two other texts. In the first, Why I’m No Longer Talking to White People About Race Reni Eddo-Lodge argues that white people are not able to understand the point of view of people of color. In the second, On Kant’s Political Philosophy Hannah Arendt advocates for the contrary that people can understand each other’s point of view when training their imagination to take visits. Since Arendt’s “Reflections on Little Rock” is considered to be a failure, especially in regards of grasping the problems of people of color in the USA, my general question is whether Eddo-Lodge is right, and whether there is no understanding possible or if Arendt missed a crucial step in her own attempt to go visiting? To clarify this, my analysis focuses on Arendt’s use of the term “discrimination”.
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Dasí, Virginia Dasí, Emelina López López-González, and Marta Talavera. Defining intimate partner violence: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0030.

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Review question / Objective: The aim of this scoping review is known what the definition of intimate partner violence is used in the scientific literature. Background: In the scientific literature, intimate partner violence (IPV) has been defined using various terms: aggression, domestic violence, interpersonal violence, intimate partner violence, domestic violence, spousal violence, family violence, etc. (Sprague, 2013; Hamel et al., 2015; O'Hara, 2018, Rahmani et al., 2019). This variety of terminology has hindered a consensus definition, causing a fragmented view of the phenomenon. There are several explanations, one of the main ones being that IPV has been studied by numerous scientific disciplines, each of them associating it with terms specific to its field, focusing on some variables and overshadowing the relevance of others (Nicolás et al. , 2014). Specifically, the term Domestic Violence (DV) and IPV are used interchangeably. However, DV refers to any form of violence perpetrated within a family relationship. It can refer to violence, but also to violence against children or older members of the same family by another family member (Tavoli et al., 2016). It should be noted that the confusion between these terms has been generated since 1993 (Pence & Paymar, 1993) to the present (Bates, 2020).
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Understanding Early Trauma: The case for supporting parent-infant relationships. ACAMH, June 2022. http://dx.doi.org/10.13056/acamh.20352.

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Understanding of adverse childhood experiences has grown in recent years. We now know more about how external circumstances cause psychological trauma in some children. When we understand early trauma – and the importance of early relationships - we are better able to prevent, and respond to, children’s mental health problems. [Please note that this is an external blog and may not reflect the views of ACAMH]
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