Relevant bibliographies by topics / Environment and children

Contents

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

Academic literature on the topic 'Environment and children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Environment and children"

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Senanayake, Manouri P. "Today’s environment: Tomorrow’s children." Sri Lanka Journal of Child Health 35, no. 1 (September 23, 2008): 3. http://dx.doi.org/10.4038/sljch.v35i1.2.

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Matthews, Hugh. "The environment for children." Applied Geography 17, no. 3 (July 1997): 246. http://dx.doi.org/10.1016/s0143-6228(97)87223-2.

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Cohen, Stewart, and Diane Horm-Wingerd. "Children and the Environment." Environment and Behavior 25, no. 1 (January 1993): 103–20. http://dx.doi.org/10.1177/0013916593251005.

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Lemery-Chalfant, Kathryn, Karen Kao, Gregory Swann, and H. Hill Goldsmith. "Childhood temperament: Passive gene–environment correlation, gene–environment interaction, and the hidden importance of the family environment." Development and Psychopathology 25, no. 1 (February 2013): 51–63. http://dx.doi.org/10.1017/s0954579412000892.

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AbstractBiological parents pass on genotypes to their children, as well as provide home environments that correlate with their genotypes; thus, the association between the home environment and children's temperament can be genetically (i.e., passive gene–environment correlation) or environmentally mediated. Furthermore, family environments may suppress or facilitate the heritability of children's temperament (i.e., gene–environment interaction). The sample comprised 807 twin pairs (mean age = 7.93 years) from the longitudinal Wisconsin Twin Project. Important passive gene–environment correlations emerged, such that home environments were less chaotic for children with high effortful control, and this association was genetically mediated. Children with high extraversion/surgency experienced more chaotic home environments, and this correlation was also genetically mediated. In addition, heritability of children's temperament was moderated by home environments, such that effortful control and extraversion/surgency were more heritable in chaotic homes, and negative affectivity was more heritable under crowded or unsafe home conditions. Modeling multiple types of gene–environment interplay uncovered the complex role of genetic factors and the hidden importance of the family environment for children's temperament and development more generally.
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Ives, Jack D., and J. C. Rastogi. "Nature's Children and the Environment." Mountain Research and Development 5, no. 2 (May 1985): 201. http://dx.doi.org/10.2307/3673261.

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Kennedy, Maureen Shawn. "Does the Environment Harm Children?" AJN, American Journal of Nursing 105, no. 9 (September 2005): 19. http://dx.doi.org/10.1097/00000446-200509000-00011.

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Murphy, Timothy F. "Bioethics, children, and the environment." Bioethics 32, no. 1 (September 5, 2017): 3–9. http://dx.doi.org/10.1111/bioe.12386.

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Oshima-Takane, Yuriko, and Medina Robbins. "Linguistic Environment of Secondborn Children." First Language 23, no. 1 (February 2003): 21–40. http://dx.doi.org/10.1177/0142723703023001002.

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DORR, AIMEE, and DALE KUNKEL. "Children and the Media Environment." Communication Research 17, no. 1 (February 1990): 5–25. http://dx.doi.org/10.1177/009365090017001001.

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Niklasson, Laila, and Anette Sandberg. "Children and the outdoor environment." European Early Childhood Education Research Journal 18, no. 4 (December 2010): 485–96. http://dx.doi.org/10.1080/1350293x.2010.525945.

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Dissertations / Theses on the topic "Environment and children"

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Gauntlett, David John. "Children, television and the environment." Thesis, University of Leeds, 1996. http://etheses.whiterose.ac.uk/2299/.

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This thesis seeks to explore the impact of the increased coverage of environmental issues on television since the late 1980s, on children’s awareness and concern about the environment. The rise of environmental concern and related media coverage is charted, and then research regarding the effects of mass media on behaviour is discussed. Frequent methodological flaws and oversimplistic approaches are seen to limit these studies. The theoretical approaches of Adorno, Gramsci, and others are then discussed in some detail in an attempt to renegotiate critical theory and cultural studies for the purposes of the thesis. Paradigms of research on children and the media are discussed. It is argued that research, particularly in psychology, has traditionally disenfranchised young people and not recognised their capacities. Previous research on environmental issues and media audiences is then considered, and interviews with the producers of three key British environmental TV programmes are discussed. It is found that programmes tend to focus on individuals, rather than social structures, as both the causes and potential solutions to environmental problems. The new research method developed for this study is introduced, and its methodological foundations are discussed. Children aged 7-11 were invited to make their own videos about the environment. (Total of 53 children, from seven Leeds schools, worked in small groups). Observation of this process, and the videos produced, formed the research data. Findings showed that the children were impressively media literate. Most children had environmental concerns, but these were not necessarily as indicated in preliminary interviews. Concerns were generally local and associated with individuals. It is argued that the children’s environmental concern was not a product of simple media ‘effects’, but that their understanding of the issues had been subject to ‘hegemonic bending’ by programmes which had emphasised individualistic rather than social accounts.
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Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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McFarlin, Richard G. "Ministering to the social environment of children." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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Stern, Tamara I. (Tamara Ina). "NetScratch : a networked programming environment for children." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/41677.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.
Includes bibliographical references (leaves 63-64).
This thesis introduces NetScratch, a programming environment that enables children to make dynamic digital creations that interact across networks. The work is developed as an extension to Scratch, a multi-media programming environment designed for children to create interactive animations, art, games, and other dynamic creations. Particularly, NetScratch adds websensors, a tool to bring information from the web into a Scratch project, and shareable, a way to share information among projects. These features provide children with the tools to create their own web mashups, experiment with real-time changing data, and connect projects to each other. Using NetScratch, children can create personally meaningful networked projects, while learning important computational and design concepts. And, in designing these creations, children can think about how they want to interact across networks and how their creations affect their friends and communities.
by Tamara I. Stern.
M.Eng.
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Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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Emenius, Gunnel. "Indoor environment and recurrent wheezing in young children /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-438-0/.

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Shih, Loren C. "Network Clubhouse : a constructive learning environment for children." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/40597.

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Barratt, Robert John. "Special needs children and the environment : exploring the home environmental experience of 7 year old children with emotional and behavioural difficulties." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299952.

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Wood, C. "Exercise environment and physical activity in children and adolescents." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574469.

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The majority of UK children and adolescents are not meeting physical activity (PA) recommendations, despite the benefits for physical and psychological health (PH). Natural environments facilitate PA and in adults performing PA whilst exposed to nature ('green exercise') results in additional benefits for PH. However, the effects of exercise environment have not been extensively studied in children and adolescents. The primary aim of this study was to examine the effect of exercise environment on the time spent in moderate to vigorous PA (MVPA) in children and adolescents. The secondary aim was to determine whether green exercise provides additional benefits for PH. Due to variation in PA patterns and opportunities for contact with nature, children and adolescents were examined separately. For children, accelerometers (ACCs) determined whether school playtime (SP) on the field and participation in nature- based interventions lead to greater MVP A than play on the playground and participation in playground-based interventions. A child version of Rosenberg's Self- esteem Scale (RSES), developed and reported in this thesis, examined the effect of the environmental conditions on self-esteem (SE). In adolescents, heart rate (HR) examined and compared the effect of indoor and outdoor environments on MVP A, whilst ACCs assessed the influence of acute exposure to urban and rural environments on P A. RSES and the adolescent profile of mood states (POMS-A) questionnaire compared the effect of the environments on SE and mood. In both children and adolescents, results indicated that natural environments led to higher levels of MVP A. No additional benefits for PH were provided by performing PA in natural environments. Unlike in adults, the current generation of youth do not seem to be connected to nature in a way that allows it to influence their PH. Nature can be used to promote PA in children and adolescents and should thus be incorporated into everyday routines.
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Waltenburg, Carley Ala'i-Rosales Shahla S. "Can analyzing infant imitation in the natural environment inform interventions in autism?" [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9912.

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Books on the topic "Environment and children"

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Children and the environment. London: National Children's Bureau, 1993.

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Hayward, Bronwyn. Children, Citizenship and Environment. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003000396.

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Davis, Julie M., ed. Young Children and the Environment. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511845390.

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Anita, Midbjer, ed. Environment and children: Passive lessons from the everyday environment. Amsterdam: Architectural, 2007.

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Raising children in a socially toxic environment. San Francisco: Jossey-Bass, 1995.

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Freeman, Claire. Children and their urban environment: Changing worlds. London: Earthscan, 2011.

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J, Tranter Paul, ed. Children and their urban environment: Changing worlds. Washington, DC: Earthscan, 2010.

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Children and families in the social environment. 2nd ed. New York: Aldine de Gruyter, 1992.

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India. Ministry of Women and Child Development. India, building a protective environment for children. [New Delhi]: Ministry of Women and Child Development, Govt. of India, 2006.

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Timberlake, Lloyd. When the bough breaks: Our children, our environment. 2nd ed. London: Earthscan, 2009.

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Book chapters on the topic "Environment and children"

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Alcock, Sophie Jane. "A Holding Environment." In Young Children Playing, 139–57. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1207-5_8.

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Liu, Weiping. "Family Environment." In How Are Chinese Only Children Growing, 55–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-02226-6_4.

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Margalit, Malka. "Family Environment." In Loneliness Among Children With Special Needs, 31–62. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-2622-2_3.

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Fiore, Lisa B. "Role of the Environment." In Assessment of Young Children, 51–72. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367808709-3.

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David, Thomas G., and Carol Simon Weinstein. "The Built Environment and Children’s Development." In Spaces for Children, 3–18. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5227-3_1.

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Donnelly, Kirby C. "Children, Health and Their Environment." In Environmental Health in Central and Eastern Europe, 221–29. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4845-9_27.

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Tanja-Dijkstra, Karin, Jolanda Maas, Janke van Dijk-Wesselius, and Agnes van den Berg. "Children and the Natural Environment." In Environmental Psychology, 95–103. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119241072.ch10.

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Hayward, Bronwyn. "Supporting the #SchoolStrike generation." In Children, Citizenship and Environment, 1–38. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003000396-1.

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Nissen, Sylvia, and Kate Prendergast. "Neoliberalism and children’s everyday citizenship." In Children, Citizenship and Environment, 39–63. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003000396-2.

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Hayward, Bronwyn. "Growing greener citizens?" In Children, Citizenship and Environment, 64–85. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003000396-3.

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Conference papers on the topic "Environment and children"

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Carbajal, Marleny Luque, and M. Cecília Baranauskas. "Exploring and Evaluating "TaPrEC+mBot" Environment with Preschool Children." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.521.

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Contact with programming has a positive impact on the development of cognitive and socio-emotional skills in children. However, programming can be a challenging activity for young children. There are many studies that suggest that tangible environments can engage children to explore basic programming concepts more easily. In this paper, we present results obtained during a Case Study conducted to introduce preschool children into programming through TaPrEC+mBot, an environment that allows to program a robot car by arranging wooden programming blocks. The results suggest that our environment is attractive and interesting for young children, although it still needs to adjust labeling programming blocks in order to facilitate their learning in early childhood settings.
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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Alcorn, Alyssa M., Helen Pain, and Judith Good. "Discrepancies in a virtual learning environment." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485783.

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Walsh, Greg, Craig Donahue, and Zachary Pease. "Inclusive Co-Design within a Three-Dimensional Game Environment." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2930721.

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Love, Betty, Victor Winter, Cindy Corritore, and Davina Faimon. "Creating an Environment in which Elementary Educators Can Teach Coding." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2936008.

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Sarkar, Pratiti. "Designing an augmented reality learning environment for visuospatial thinking in geometry." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3398035.

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Keifert, Danielle, Christine Lee, Maggie Dahn, Randy Illum, David DeLiema, Noel Enyedy, and Joshua Danish. "Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079731.

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Popa, Maria Cristina. "Participant Observation of Children in Kindergarten Environment." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.63.

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Southern, Matt, and Jim Turner. "Creating a collaborative learning environment for children." In Proceeding of the 2003 conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/953536.953575.

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Druin, Allison, and Cynthia Solomon. "Designing educational computer environment for children (abstract)." In Conference companion. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/223355.223731.

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Reports on the topic "Environment and children"

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Greene, Jessica. The Built Environment, Neighborhood Safety, and Physical Activity among Low Income Children. Portland State University Library, September 2009. http://dx.doi.org/10.15760/trec.101.

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Vitkovsky, Y. A., L. A. Mihajlova, E. A. Bondarevich, M. A. Soloduhina, E. S. Epova, O. V. Eremin, O. G. Alekseeva, et al. Influence man-made geochemical the environment habitat on element status children n. Hapcheranga (Oriental Transbaikalia). Федеральное государственное бюджетное образовательное учреждение высшего образования "Читинская государственная медицинская академия" Министерства здравоохранения Российской Федерации, 2018. http://dx.doi.org/10.18411/1998-6173-2018-2-14-23.

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López Bóo, Florencia, Mayaris Cubides Mateus, Rita Sorio, Giorgina Garibotto, and Christian Beron. Measuring the Quality of the Home Environment of Young Children in Uruguay: Socioeconomic Gradients in the HOME inventory. Inter-American Development Bank, October 2018. http://dx.doi.org/10.18235/0001368.

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Armstrong, Lawrence E. Children in Extreme Environments. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada215554.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.
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Allcock, Annelies. Iriss ESSS Outline: Healing environments for children who have experienced trauma. Iriss, May 2019. http://dx.doi.org/10.31583/esss.20190506.

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Carneiro, Pedro, Costas Meghir, and Matthias Parey. Maternal education, home environments and the development of children and adolescents. Institute for Fiscal Studies, December 2010. http://dx.doi.org/10.1920/wp.cem.2010.3910.

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Carneiro, Pedro, Costas Meghir, and Matthias Parey. Maternal education, home environments and the development of children and adolescents. Institute for Fiscal Studies, September 2007. http://dx.doi.org/10.1920/wp.ifs.2007.0715.

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Buell, Joan. Environmental and psychological factors surrounding children of cancer patients : an exploratory study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3187.

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Wills, Gabrielle, Janeli Kotzé, and Jesal Kika-Mistry. A Sector Hanging in the Balance: Early Childhood Development and Lockdown in South Africa. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/055.

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New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector was likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38 percent of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12 percent indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen. Using these findings, we estimate that just 13 percent of children aged 0-6 were attending ECD programmes by mid-July to mid-August compared to 47 percent in 2018. The last time that ECD attendance rates were as low as this was in the early 2000s. At this point it is not yet clear what proportion of these declines are only temporary, or whether there will be a lasting impact on ECD enrolment in the country. This dramatic contraction in the ECD sector relates to prohibitive costs to reopening ‘safely’ imposed by the regulatory environment, coupled with shocks to the demand side for ECD programmes (both in terms of reduced household incomes and parent fears of children contracting COVID-19). When viewed from a broader socio-economic lens, the threat of ECD programme closures across the nation will have impacts beyond ECD operators to the lives of millions of children, millions of households and millions of adults who rely on these ECD services. A swift intervention by government is necessary to save this important sector and limit the ripple effect of programme closures on multiple layers of society.
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