To see the other types of publications on this topic, follow the link: THE INFLUENCE OF THE DIGITAL ENVIRONMENT ON THE DEVELOPMENT OF CHILDREN.
Journal articles on the topic 'THE INFLUENCE OF THE DIGITAL ENVIRONMENT ON THE DEVELOPMENT OF CHILDREN'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'THE INFLUENCE OF THE DIGITAL ENVIRONMENT ON THE DEVELOPMENT OF CHILDREN.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Pisarenko, Irina, and Liudmila Zaichenko. "Parents as Agents of Influence on Children's Digital Skills Development." Inter 13, no. 2 (June 30, 2021): 54–80. http://dx.doi.org/10.19181/inter.2021.13.2.4.
Full textAbstract:
Transition to the digital environment transforms the schemas of social interaction including the relationship between parents and their children. Many parents who lack digital competence however are called upon to become agents of ‘digital socialization’ for their kids who step into the world of gadgets from an early age.Current study explores parents competence (including, digital); their attitudes towards developing digital competence of their children; their coping strategies in the situations of child addiction to the digital gadgets, computer games and the Internet use; as well as their request to the education system in line with its ubiquitous digitalization. As a research method the authors have chosen the two-stage survey in which 118 participants took part — the parents of elementary school students. The data was analyzed quantitatively and qualitatively. As a result the parents were clustered into several groups on the basis of: their digital attitudes (supporters and antagonists) and their level of digital competence (low-medium-high). Further the data was analyzed within each cluster. The study has revealed that the majority of parents report themselves as competent (60%) or highly competent (17%) digital users. Positive relationships were identified between the parents' digital competence level and 1) their digital attitudes — the higher the level of competence — the more positive were the attitudes; 2) parents active participation in their children’s digital skills development and acknowledging children’s agency in the process of digital self-education. The results reflect the range of parents' opinions which must be taken into account when assisting families in the process of child development and socialization.
2
Strauss, Annaly M., and Keshni Bipath. "Exploring the influence of parents’ home reading practices on emergent literacy." Journal for Language Teaching 54, no. 1 (March 4, 2021): 195–213. http://dx.doi.org/10.4314/jlt.v54i1.5.
Full textAbstract:
The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design wasselected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employmentstatus, with print and digital reading behaviours that influence children’s emergent language and literacy development in home environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading behaviours and children’s emergent language and literacy development.
Keywords: emergent literacy, home environment, parents, print and digital reading, reading behaviours, socioeconomic status
3
Radley, Patricia M. "The digital age: an exploration of the influence of media on children’s lives." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2010 (January 1, 2010): 149–53. http://dx.doi.org/10.33178/boolean.2010.34.
Full textAbstract:
This research looks at how technology, and in particular visual media (television, Internet and video games), has influenced the lives of young children. In the last two decades the amount of children’s media usage time has increased significantly, which affects their play, learning, interactions and development, particularly as consumers. To date there has been no in depth analysis of the nature of children’s interactions with media and, this has led to the development of the following research questions: Children for the purposes of this article will be defined as between 0-10 years of age, due to the fact that research has shown that children do not fully understand the meaning of adverts; that they can coerce and persuade the viewer to buy something, until around nine years of age. Contemporary childhood is characterised by early and frequent media use, preparing children for lifelong relationships with communication technologies. The home environment ...
4
Khramtsova, Flyura, Aleksandra Terekhova, Natalya Voroshilina, Elena Andreikovets, and Yuliya Narvoish. "Concepts of methodology for digitalization of additional education of children and youth." SHS Web of Conferences 98 (2021): 05036. http://dx.doi.org/10.1051/shsconf/20219805036.
Full textAbstract:
The preconditions for the research are based on sustained trends of the influence of development rates of digital economy, information space in Belarus on dynamics of digital transformation of additional education of children and youth (AECY). Analysis of AECY digital transformation revealed specific properties of didactic singularity of information education environment, network clustering of resources, dynamics of media environment contour, e-technologization of didactics. The established preconditions of stability of AECY digitization as a constant of transfer to regulations predetermined the aim of this work: development, substantiation of methodological concepts of AECY digitization. The research methods included theoretical and empirical analysis, expert appraisals, simulation, forecasting. The results are comprised of development of a set of organizational and network, environmental, instrumental, technological, institutional concepts of scientific methodology of AECY digitization. The obtained results were verified in the project titled “Implementation of Republican methodological cluster as a resource of development of additional education of children and youth” (2017-2020) on the premises of National Center of Artistic Activity of Children and Youth (Minsk) in accordance with the Program of innovations of the Ministry of Education, Belarus. The novelty of the results is in introduction of the following categories into scientific usage of pedagogical science: didactic singularity of information and education environment, structure of media environment contour. The novelty of the results is reflected in authentic intelligent product of scientific and practical significance in the context of Belarus National Strategy of Sustainable Social and Economic Development–2030.
5
Luchinkina, Angelica, Lilia Zhikhareva, Tatiana Yudeeva, and Irina Luchinkina. "Cross-border and digital socialization of personality." E3S Web of Conferences 210 (2020): 15005. http://dx.doi.org/10.1051/e3sconf/202021015005.
Full textAbstract:
The article discusses the problem of the influence of digital space and the digital environment on the cognitive processes of primary school children and adolescents. The authors cite and theoretically analyze the characteristics of a personality included in digital space. The contradictions in the ideas about the influence of digital space on the personality are noted: on the one hand, digital space can have a negative impact on the formation of cognitive processes, on the other hand, stimulate their development. The authors empirically investigated such parameters as verbal and logical thinking, behavioral features in the digital environment, attention characteristics and strategies for overcoming stressful situations. It was revealed that the respondents of all groups of the sample have developed classification skills rather than the skills of establishing semantic analogies. The results of the study showed that adolescents with high Internet activity choose impulsive, manipulative and aggressive actions as coping strategies, less often they choose such as seeking social support and cautious steps.
6
Zakharova, Larisa, Yelena Andrianova, Marina Silakova, and Yekaterina Subbotina. "Preschool and higher education in the context of digitalization: problem statement." SHS Web of Conferences 98 (2021): 05028. http://dx.doi.org/10.1051/shsconf/20219805028.
Full textAbstract:
Sociocultural transformation of society, its digitalization dictate certain requirements to the system of education. Adaptation of education processes both in kindergartens and universities is related with readiness of teachers for implementation of digital technologies into education process. The significance of their use in education is accompanied by numerous questions regarding elimination of negative influence of digital content on a forming developing person, on their rational and reasonable application at early stages of social and personal development of preschool children. The conceptual field of pedagogy is supplemented by new categories: digital education, digital education environment, digital competence. This article presents results of teachers’ surveying on the issue of readiness to designing information environment and attitude to the digital technologies implemented into education. On the one hand, the teachers highlighted advantages of the applied information technologies: individual education, possibility to master the program by preschool children and to consolidate knowledge and skills in the case of prolonged absence from studies, time saving, mobility and flexibility of education. On the other hand, the teachers mentioned the main drawbacks of the use of digital technologies: possible harm for health of children, inability of full development of speech, communication skills, development of gaming activity. The main problems preventing active use of modern technologies are comprised of low digital competence of university graduates and working teachers; age features of preschool children, which do not allow to study material without assistance by adults; the lack of opportunities of pupil’s parents to actively participate in educational activity of preschool entity.
7
Bushchak, Ihor, and Yuliia Makarii. "THE USE OF ROBOTIC DEVICES IN PRESCHOOL CLASSES FOR THE DEVELOPMENT OF LOGICAL THINKING." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 51–59. http://dx.doi.org/10.31499/2307-4906.2.2021.236634.
Full textAbstract:
The progressive development of all activities in society requires determination in the modernization of education. The preschool education system is affected by significant changes in the restructuring of the subject and developmental environment in preschool education. It still needs new natural and accessible solutions of the teachings methods for children. Since the basic and initial concepts are formed in early childhood, it is impossible to ignore this period of human life. One of the most important cornerstones for harmonious development is the forming of logical thinking. Under the influence of the rapid growth of the information technology industry, different software, educational devices, educational and learning toys and online environments are created in order to develop preschooler’s logical operations at the basic level. Implementing such tools will be the first basic stage in the understanding of programming and coding for preschoolers, will help to learn something new and will motivate them. Therefore, work on the development of logical thinking will become not only more interesting but also more accessible and effective. Logical thinking is the basis that develops a childʼs skills of analysis, comparison, finding a way out of problematic situations, as well as the ability to draw clear and consistent conclusions. The article presents the views of Ukrainian and foreign scientists, famous teachers on the development of thinking, logical thinking in preschool children. The main stages of development of thinking of preschoolers from birth to six years, as well as the use of robot devices “Makeblock mTiny”, “Bee-Boot”, and online environment “Code.Org” for the preschoolerʼs logical thinking development, are noticed by the authors. The study of the feasibility of using robot devices in logic development activities in preschool education takes an important place in the article. The results of this research are presented.
Keywords: logical thinking, programming, coding, robotic devices, digital skills, educational environment, digital literacy, digital competencies
8
Krivolapchuk, Igor Allerovich, Anstasia Allerovna Gerasimova, and Maria Borisovna Chernova. "Functional Development of Children 6–7 years old with Different Levels of Informatization of Living Conditions." Siberian Pedagogical Journal, no. 5 (November 18, 2020): 121–35. http://dx.doi.org/10.15293/1813-4718.2005.12.
Full textAbstract:
Currently, world science is actively conducting research aimed at analyzing the influence of the modern digital environment on motor fitness, physical development and functional capabilities of preschoolers. Despite the available data, the problem under consideration remains poorly understood, especially in relation to preschool children. The aim of the study is to identify the features of the functional development of children 6–7 years old, taking into account the level of informatization of living conditions. Research methodology. The study involved practically healthy children 6–7 years old. To assess the information load of children when using digital technologies, a modified index of informatization of living conditions was used. The set of physical fitness tests included control exercises to assess speed, speed-strength, coordination motor abilities, flexibility, general and strength endurance. According to the well-known formulas, a double product, Kerdo’s vegetative index, Myznikov’s index, an indicator of the body’s adaptive potential and body mass index were determined. Results. The data obtained indicate that boys, on average, are characterized by a higher indicator of informatization of living conditions in comparison with girls. The differences were revealed, determined by the degree of informatization of living conditions, in terms of general and strength endurance, speed, speed-strength and coordination abilities, physical development, as well as the functional capabilities of the organism. The results of the study give grounds to believe that an adequate mode of physical education, ensuring the satisfaction of the biological needs of children for physical activity, may be the most important factor in increasing their motor fitness, preventing adverse changes in functional development with the active use of digital technologies in everyday life. Conclusions. Analysis of the influence of digital technologies on the functional development of children aged 6–7 years has shown that the features of motor fitness, functional capabilities of the body and physical development of boys and girls aged 6-7 years depend on the level of informatization of living conditions. It turned out that with an increase in the time of using digital technologies in the daily routine, there is a decrease in the considered indicators of the morphological and functional development of children.
9
Dubov, S. S., V. V. Linkov, and M. A. Karbainova. "Child’s Information Security in Digital Space of the Russian Federation." Russian Technological Journal 7, no. 4 (August 11, 2019): 21–30. http://dx.doi.org/10.32362/2500-316x-2019-7-4-21-30.
Full textAbstract:
Our time is the time of rapid technological development. The Internet is becoming available to everyone, and it is expanding its influence in various fields. In addition, the number of users who are using the Internet and who are active consumers of different content is increasing. But the rapid development of technology has created new security problems. New types of threats are emerging, attack techniques are improving. Criminals are now trying to find their «victim»not only in the real world, but also in the digital world. So, today special attention is given to the issue of ensuring the user’s information security and user’s security in the digital world. One of the most vulnerable age groups are children. That is why one of the most important issues is the issue of protecting a child in such an environment. This article is devoted to the problem of information security of children and adolescents in our country. The article describes the main problem of the child in such an environment. On one hand, the virtual activity of the child is the key to its successful education. But, on the other hand, there are risks and problems in the digital world, such as access to prohibited content, that can cause harm to the mental health of a child. This article describes vulnerabilities in the information environment of students and educational institutions, as well as ways to counter the described vulnerabilities.
10
Rachev, Zhivko. "Social Isolation - a Prerequisite for Forced and Intensive Development of Media Literacy and Digital Education of Society." Postmodernism Problems 11, no. 1 (April 5, 2021): 76–84. http://dx.doi.org/10.46324/pmp2101076.
Full textAbstract:
The paper analyzes the behavior of society in a crisis and social distance and the increased influence of the media. Data on the level of training of teachers, students and parents related to media and information literacy are presented. The degree of forced media literacy in crisis conditions is measured. Models and methods of distance and media learning within the European Union are compared. In conclusion, examples are given of media connections and media literacy in the absence of a social environment and live communication among children and students in the context of the COVID-19 pandemic.
11
STOJŠIĆ DABETIĆ, JELENA. "MODERN AND POSTMODERN CONCEPT OF CHILDHOOD IN THE LIGHT OF ENSURING CHILD SAFETY IN DIGITAL SOCIETY." PERSPEKTIVA UVOĐENJA BEZBEDNOSNE KULTURE U OBRAZOVNI SISTEM REPUBLIKE SRBIJE, (2021), special edition (1) (May 31, 2021): 161–73. http://dx.doi.org/10.51738/kpolisa2021.18.1p.1.11.
Full textAbstract:
The context of this paper is the position of children in the digital environment, with a special emphasis on the risks to child safety that arise in this context and how it creates modern concepts of childhood. New mobile and internet technologies create new opportunities for children's development, but at the same time create new risks. This creates a framework in which the socio-technological context influences the creation of security policy, and vice versa. The paper points out several aspects of modern, digital society, which significantly change the current postulates on which society's care for children is based - special treatment and content of children's human rights as users of digital technology, then additional mechanisms of legal regime of personal data protection, as well as the culture of control as the primary narrative in creating public policies for child safety in the digital environment. Without intending to go into the details of legal regimes, the paper emphasizes a kind of juxtaposition of the aspirations of modern society, that wants to achieve security through control and at the same time enable free development of children into adults.
12
Tvardovskaya, Alla A., Valerian F. Gabdulkhakov, Natalya N. Novik, and Almira M. Garifullina. "IMPACT OF PHYSICAL ACTIVITY OF PRESCHOOL CHILDREN ON THE DEVELOPMENT OF EXECUTIVE FUNCTIONS: THEORETICAL REVIEW OF STUDIES." Moscow University Psychology Bulletin, no. 3 (2020): 214–38. http://dx.doi.org/10.11621/vsp.2020.03.10.
Full textAbstract:
Relevance. The increase of children interest in entertainment TV programs, mobile applications and video games available on the internet causes a significant decrease in their physical activity: children get used to a sedentary or lying down lifestyle. The research problem lies in the contradiction that arises due to understanding of the positive effect of physical activity on the development of the regulatory functions of a preschooler, and a significant decrease in this activity in the digital conditions of the modern educational environment. The relevance and prospects of the study of the relationship between regulatory functions and physical activity of preschool children in new digital environment are not yet fully realized. The objective of the paper is to review the studies by foreign scientists in order to identify and describe relevant indicators of physical activity in preschool children interrelated with the main components of regulatory functions (inhibitory control, working memory, cognitive flexibility). Method. A theoretical review of research papers published over the past ten years (2010–2020) on the subject of relationship of various physical activity indicators and regulatory functions in preschool children. Results. The paper provides a comparative analysis of studies conducted by foreign authors. It allows to reveal basic indicators of physical activity in children which are essential for the development of regulatory functions (sufficiency of physical activity; age-related appropriateness; the nature of physical activity; the form of physical activity arrangement), and particular indicators (the relationship of physical activity and regulatory functions in various sports, duration and intensity of physical activity, the availability of software for the development of physical activity in preschool children) as well. Conclusions. The review showed that the majority of the authors emphasized the significant role of basic physical activity indicators and their influence on regulatory functions. Aerobic exercises are the most effective in the development of regulatory functions in preschool children. Particular indicators are selected from the studies of the development of regulatory functions in specific sports (football, karate, yoga, mini-trampoline), and additional research on the duration and intensity of physical activity is needed.
13
Bjelobrk, Vladimir. "Uloga medija u procesu socijalizacije djece i adolescenata." Magistra Iadertina 15, no. 1 (February 15, 2021): 41–56. http://dx.doi.org/10.15291/magistra.3216.
Full textAbstract:
Contemporary discourse of global information exchange as well as the media saturated cultural, social and economic spheres tend to influence the psychological and social development of children and adolescents. Cognitive and social processes, as well as the linguistic development, are marked by the media’s influence, which in turn creates a developmental framework of media socialization, having some positive effects on the children’s maturation, but also reflecting certain antisocial behaviors. The development of multimedia within the virtual environment brings about some new patterns of behavior to modern generations of “digital natives”. In addition, individual factors such as age and gender, along with some social factors such as peer relationships, characterize the media socialization of children. Furthermore, modern multimedia communication has increased the flow and availability of information, which raises questions about the dual role of the media in the socialization process of young people, i.e. it raises questions of transparency, ethics, adequacy of media content, as well as the emergence of antisocial behaviors that are implicitly or explicitly related to the media context.
14
Wangke, Lydia, Wenny Victory, Gregory Joey, Novie Homenta Rampengan, and Hesti Lestari. "External risk factors associated with language disorders in children." Paediatrica Indonesiana 61, no. 3 (May 28, 2021): 133–40. http://dx.doi.org/10.14238/pi61.3.2021.133-40.
Full textAbstract:
Background Children with language delay have deficits in the ability to learn and use language, either expressive and/or receptive despite otherwise normal development. Language delay could be influenced by either internal factors (within the child) and external factors (from the environment). Timely identification and modification of these risk factors can allow early intervention to reduce child disability and are associated with better long-term outcomes.
Objective To identify possible risk factors related to language delay in children, such as bilingualism, socioeconomic status, maternal and caregiver education level, use of digital media, absence of story reading sessions, breastfeeding patterns, siblings, parenting methods, and maternal occupation.
Methods This observational, analytic study included 102 children aged 24-36 months from four daycare centers in Manado, North Sulawesi, selected by cluster random sampling. Parents were interviewed to gather demographic information of child age, gender, presence of older siblings, maternal occupation, socioeconomic status, maternal/caregiver educational level, use of digital media, absence of story reading sessions, breastfeeding patterns, parenting methods, and bilingual environment. Children’s language development was assessed by the Capute Scales.
Results Multivariate analysis revealed 2 factors significantly associated with increased risk of language delay; namely absence of storybook reading (OR=0.16; 95%CI 0.03 to 0.72; P=0.017) and bilingualism (OR=12.58; 95%CI 1.57 to 100.81; P=0.017).
Conclusion Story reading sessions is associated with decreased risk of language delay, shile bilingualism is associatd with increased risk of language delay.
15
Bochaver, A. A., S. Dokuka, E. V. Sivak, and I. B. Smirnov. "Internet Use and Depressive Symptoms in Adolescents: a Review." Клиническая и специальная психология 8, no. 3 (2019): 1–18. http://dx.doi.org/10.17759/cpse.2019080301.
Full textAbstract:
The introduction of digital technologies in everyday practices and the reduction of the age of children's access to the Internet creates the need to reflect on the potential benefits and risks associated with digitalization. The article summarizes the main data on the impact of the Internet, in particular social networks, on life satisfaction indicators and symptoms of depression in adolescents. The results of empirical studies conducted in different countries are ambiguous and do not allow to speak about universal effects that apply to all children and adolescents. We assume that the lack of unambiguous conclusions about the impact of digital technologies is due to the nonlinearity and differential effects. In particular, the power of influence depends on the individual characteristics, the intensity of the use of technology, socio-economic characteristics of the child's environment. This review shows the need for a differentiated approach to research the impact of digitalization on the well-being of children and to the practices of supporting the child in his development of the Internet.
16
Nikolaeva, Marina A., and Alla E. Avdyukova. "BUILDING DIGITAL SKILLS IN FUTURE TEACHERS TO PREVENT CYBERBULLING." Pedagogicheskiy Zhurnal Bashkortostana 88, no. 3 (2020): 94–110. http://dx.doi.org/10.21510/1817-3292-2020-88-3-94-110.
Full textAbstract:
The article deals with the problem how to prevent cyberbullying in the educational environment, which is currently relevant due to the increasing influence of digital resources on our social life. The authors describe the specific characteristics and features of bullying, including economic, psychological, social, physical and cyberbullying. According to the statistics there is inaction in bullying situations in the educational environment. This is due to the insufficient level of digital skills of modern teachers. Digital skills is a cluster of above-professional competencies that includes media literacy, programming and artificial intelligence, modeling, design and robotics as well as technical literacy. In this regard the research problem is identified as finding the tools to form above-professional competencies of future teachers in the educational process. The authors analyze the causes, forms and features of cyberbullying which are determined by the specifics of the Internet environment. The article presents the results of content analysis of creative works of the future teachers under the topic "Recommendations for working with children exposed to cyberbullying". The analysis of the works showed that only 10% of the students include measures related to working in the Internet space in their recommendations. The authors also propose to discuss the results of a study aimed at development of digital skills of the future teachers, since their level of proficiency affects the quality of tools helping to prevent cyberbullying. The results of the study showed that students, both full-time and part-time, note high importance of media literacy and technical literacy of their work or study. At the same time they realize that the level of proficiency in digital skills is currently insufficient to prevent cyberbullying. As one of the tools for preventing cyberbullying the authors suggest using web quests. During the training sessions, future teachers learn not only to develop web quests, but also to model scenarios for getting out of situations related to bullying, thereby developing their professional competencies in the digital environment.
17
Kachkyn kyzy, G. "Legal Policy of the Kyrgyz Republic on Digitalization of Social Security: Problems and Prospects." Bulletin of Science and Practice 6, no. 12 (December 15, 2020): 339–44. http://dx.doi.org/10.33619/2414-2948/61/39.
Full textAbstract:
The article discusses the prerequisites and conditions for the development of digital technologies in the legal policy of the Kyrgyz Republic, the mechanism of their influence on the acceleration of processes in the social sphere: simplification of the issuance of state benefits, ensuring the protection and registration of children and families in difficult life situations, digitalization of the system for promoting employment of the population, improving the quality of service for pension recipients and what problems, risks and challenges arise in this regard. The most important results of the digitalization of the social security sphere are the creation of prerequisites for the growth of the cultural and legal level of the population due to the rapid development of the digital environment. The author comes to the conclusion that by developing digitalization in the field of socially significant services, the state should be responsible for the reliability and correctness of information translated into electronic format, in turn, the population needs a transition to lifelong learning, to lifelong education and retraining of personnel.
18
Vindece, Aija, and Svetlana Usca. "USE OF DIGITAL TECHNOLOGIES IN CHILDREN'S SPEECH AND LANGUAGE CORRECTION WORK IN PRESCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 166. http://dx.doi.org/10.17770/sie2020vol4.4907.
Full textAbstract:
In today's society, a child lives in a technology environment since birth, and it changes children's perception and learning habits, determining the necessity to use digital technologies that are interesting for preschool children, motivates them to perform speech and language corrective actions consciously, and enables the development of self-control of speech.The objective of the paper is to stimulate discussion on the possibilities of using digital technologies in the correction of children's speech and language in preschool, based on the analysis of theoretical literature and the availability of means used in speech therapy correction.Methods - literature analysis, survey of practicing speech therapists.The results suggest that choice of means is determined by speech therapists' personal attitude toward digital technologies, which is influenced by respondents' experience and availability of technologies within the educational institution.
19
Dolgova, Valentina, Yulia Batenova, Irina Emelyanova, Irina Ivanova, Lyudmila Pikuleva, and Oksana Filippova. "Factors of the Readiness for Information Exchange in Pre-School Education Establishments." Education Sciences 9, no. 3 (June 29, 2019): 166. http://dx.doi.org/10.3390/educsci9030166.
Full textAbstract:
The development of an interactive environment that allows for a significant enhancement in interaction opportunities with information resources for a child is one of the primary tasks of the pre-school educational process organisation today. This study involved 50 establishments for children in Chelyabinsk (N = 1280: 230 children, 350 teachers, 700 parents). We used two techniques to collect data: a questionnaire for teachers on the use of Information Exchange in the educational process, their attitude towards ICTs, and the available resources (resources included technological aspects, such as infrastructure, equipment, and software, as well as educational aspects, such as further training and the availability of a qualified methodologist); and a conversation with children on their experience in using and operating digital devices for various tasks. The questions were divided into four groups that provided us with data on the following topics: the degree of inclusion of parents in the interaction (a triad of a child, a digital device, and a parent), the awareness of the child of the capacity and resources of ICTs, motivation and interests that can be realized through digital technologies, and self-reflection as the capacity of the child to predict and analyse their activities. The Hypothesis that the level of readiness for information exchange in subjects of the educational process can be increased through further training of pre-school teachers and the establishment of a single information space in a kindergarten group has been proven right. The findings the study proved such an influence and proposed directions for further studying.
20
Yakovleva, T. V., Rimma N. Terletskaya, and D. I. Zelinskaya. "TO THE QUESTION OF PREVENTION OF CHILDREN’S DISABILITY." Russian Pediatric Journal 21, no. 5 (April 30, 2019): 290–96. http://dx.doi.org/10.18821/1560-9561-2018-21-5-290-296.
Full textAbstract:
The review of information in special literature (according to databases “MedLine”, and Russian Science Citation Index) given the chance in a new way to present some questions of prevention of children’s disability is presented in article; introduction of results of such research to the practice will allow to influence at deeper pathogenetic level processes of a child disability child and also to improve the organizational moments of scheduled maintenance on this direction. Prevention of children’s disability is considered as the system of measures for health protection of mother and the child throughout the childhood. The priority directions of prevention taking into account the reasons for the formation of disability and its structure on the caused disease are designated. Modern technologies of a decrease in genetic freight in population from a position of prevention of hereditary and congenital pathologies, mental diseases and disorders of behavior are stated. Data on the increasing role of an intestinal microbiota are provided in the development and prevention of a number of the diseases influencing the formation of disability of children. From preventive positions, the problem of the fight against an antibiotiс resistance is considered. A number of scientific research is devoted to noninfectious pathology which gains the increasing value not only from persons of young age but also from teenagers. Relevant data on an obesity role are provided in the formation of violations of health which can become the reason for an invalidation of the child. The position of social hygienists expresses the need of creation of a system of hygienic and medico-psychological health and safety of children for the digital environment which has to become a barrier to the development of deviant behavior at the Internet. The dependence on the Internet can lead to an invalidation. In researches influence of carrying out preventive programs at different stages of development of the child on the decrease in the level of the general disability at children is shown. Creation of a system of early prevention of disability in children and a support of the families which are bringing up disabled children and children with limited opportunities of health are among the main priorities of the state social policy of the Russian Federation.
21
Skoblina, Nataliya A., Valery I. Popov, Alexey L. Eryomin, Svetlana V. Markelova, Olga Yu Milushkina, Sergey A. Obrubov, and Alfred P. Tsameryan. "Risks of developing diseases of an eye and its adnexa in students in conditions of the violation of hygienic rules for the use of electronic devices." Hygiene and sanitation 100, no. 3 (April 16, 2021): 279–84. http://dx.doi.org/10.47470/0016-9900-2021-100-3-279-284.
Full textAbstract:
Introduction. The process of involving children, adolescents and youth in the constantly developing information space is an objective reality. At the same time, the lack of monitored indices of the safety of electronic devices (ED) for the health of children and adolescents, the lack of a clearly built system of preventive measures require its development and improvement, which will reduce the risk of the digital information environment impact on the health of the younger generation. Materials and methods. The survey using a questionnaire, developed by specialists from the Research Institute of Hygiene and Health Protection of Children and Adolescents in 2017-2020, was used to collect data on the nature of ED using by schoolchildren and students in educational and leisure activities (1218 questionnaires). In 2017-2020, 805 schoolchildren and students from the Moscow gymnasium №12 and the Pirogov Russian National Research Medical University underwent an ophthalmological examination. Results. All the surveyed schoolchildren and students used ED. Analysis of the questionnaire data allowed us to determine the duration of continuous use of ED (computer, laptop, tablet, smartphone, etc.) by children, adolescents, and young people during school and vacation time. All categories of respondents both during the academic period and during holidays showed a high duration of continuous use of ED. Thus, the presence of a behavioral risk factor for the uncontrolled use of ED (long duration of continuous work with ED) was shown among all categories of respondents, which may cause the development of eye diseases. The analysis of the results obtained revealed significant negative values of the correlation coefficients between students’ visual acuity and the duration of their continuous use of both stationary (computer) and mobile (smartphone, tablet) ED. Discussion. The introduction of these preventive measures into the daily routine and lifestyle of children, adolescents, and young people will help prevent visual acuity disorders. Conclusion. It is necessary to introduce hygienic rationing of the frequency and duration of the possible influence of ED not only during the educational process but also in leisure time to increase the awareness of parents and the degree of their control over the use of ED. To elevate awareness of all ED users’ categories it is necessary to intensify work to promote the rules for the safe use of ED and related foundations of a healthy lifestyle and self-control over ED use. In connection with the development of the digital educational environment, it is advisable to improve the hygienic standardization of text information in electronic publications for children, adolescents, and students. To prevent the symptoms of eye fatigue, it is advisable to limit continuous work with a bright screen (no more than 60 minutes), followed by a break of at least 15-20 minutes, not related to viewing the illuminated screen, in compliance with the recommendations for relieving stress from the visual analyzer.
22
Noack, Eva Maria, Jennifer Schulze, and Frank Müller. "Designing an App to Overcome Language Barriers in the Delivery of Emergency Medical Services: Participatory Development Process." JMIR mHealth and uHealth 9, no. 4 (April 14, 2021): e21586. http://dx.doi.org/10.2196/21586.
Full textAbstract:
Background In emergencies, language barriers may have dangerous consequences for the patients. There have been some technical approaches to overcome language barriers in medical care but not yet in the prehospital emergency care setting. The use of digital technologies in health care is expanding rapidly. Involving end users at all stages of the development process may help to ensure such technologies are usable and can be implemented. Objective We aimed to develop a digital communication tool that addresses paramedic needs in the specific circumstances of prehospital emergency care and helps paramedics to overcome language barriers when providing care to foreign-language patients. Methods We actively engaged paramedics and software designers in an action-oriented, participatory, iterative development process, which included field observations, workshops, background conversations, questionnaires on rescue missions, studying the literature, and preliminary testing in the field. Results With input from paramedics, we created an app with 600 fixed phrases supporting 18 languages. The app includes medical history–taking questions, phrases asking for consent, and phrases providing specific additional information. Children as patients, as well as their carers and other third parties, can be addressed with appropriate wording. All phrases can be played back audibly or displayed as text. The comprehensive content is grouped into categories and adapted to diverse scenarios, which makes the tool rapidly usable. The app includes a function to document patient responses and the conversation history. For evaluation in a clinical study, the app is run on a smartphone with extra speakers to be of use in noisy environments. The use of prototypes proved valuable to verify that the content, structure, and functions discussed in theory were of value and genuinely needed in practice and that the various device control elements were intuitive. Conclusions The nature of the paramedic work environment places specific demands on the communication options used and need for such devices. The active involvement of paramedics in the development process allowed us to understand and subsequently consider their experience-based knowledge. Software designers could understand the paramedics’ work environment and consider respective needs in the menu navigation and design principles of the app. We argue that the development of any medical software product should actively involve both end users and developers in all phases of the development process. Providing the users with the opportunity to influence technology development ensures that the result is closer to their needs, which can be seen as crucial for successful implementation and sustainable use. Trial Registration German Clinical Trials Register DRKS00016719; https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00016719 International Registered Report Identifier (IRRID) RR2-10.1186/s12913-020-05098-5
23
Tokareva, O. A., A. V. Seryy, and M. S. Yanitskiy. "The Diagnostics of Emotional Intelligence of Children Aged 5–7 Held in the «EQ.Children» Digital Program." Sibirskiy Psikhologicheskiy Zhurnal, no. 77 (2020): 153–75. http://dx.doi.org/10.17223/17267080/77/8.
Full textAbstract:
The demand for effective tools of emotional intelligence (EI) evaluation is currently increasing. It is related to the fact that the existing methods for assessing EI have disadvantages and limits. In most cases, there is no consistency in the selection of diagnostic criteria; some methods are actually aimed at evaluating "related" parameters; survey methods do not always allow obtaining objective data; projective procedures are characterized by complexity and ambiguity in the interpretation of results; most methods do not take into account changes in the informational environment of a modern child; none of the proposed procedures allows us to evaluate the psychophysiological parameters of EI. To solve this problem, the authors have developed their own diagnostic system designed to assess the EI of children aged 5-7. The program is called «EQ.children» and is implemented in JavaScript. The program includes 4 subtests aimed at evaluating the elementary emotional praxis; the perceptual and linguistic components of EI; the semantic component of EI; and the regulatory component of EI. The program involves a quantitative assessment of the results of performing diagnostic tasks, followed by summing up and determining the level of development of each component. An integral indicator of EI development is the total score for all components. The program was tested in a pre-school educational institution. The sample included 96 children aged 5-7 years. Testing was conducted individually with each child. In the study group, the values for all subtests, as well as the integral EI indicator, showed a normal distribution and were mostly within the boundaries of the average level. The validity of the method is confirmed by the content correspondence of the characteristics obtained using the program «EQ.children», and the results of previous research on the development of EI. The criteria validity of the program was checked using expert evaluation. To do so, surveys were conducted on the degree of formation of EI indicators, experts were 96 parents and 8 teachers. The results of the program «EQ.children» and the expert survey found a significant correlation (R=0.77). Retest reliability was checked by retesting children after 20±4 days. The values of the correlation coefficient between the results of 1 and 2 sections (R=0.82) show a high degree of stability of the method to external influences. The program «EQ.children» allows you to minimize the cost of conducting an EI research, while providing a wide range of information both on individual EI indicators and on the phenomenon in general. Positive results were obtained regarding the validity and test-retest reliability of the program. In General, the results conclude that the program «EQ.children» is useful as a tool for in-depth diagnostics of EI and its particular parameters.
24
Alvarez-Peregrina, Cristina, Clara Martinez-Perez, Cesar Villa-Collar, Cristina Andreu-Vázquez, Alicia Ruiz-Pomeda, and Miguel Ángel Sánchez-Tena. "Impact of COVID-19 Home Confinement in Children’s Refractive Errors." International Journal of Environmental Research and Public Health 18, no. 10 (May 17, 2021): 5347. http://dx.doi.org/10.3390/ijerph18105347.
Full textAbstract:
Background: Myopia is a public health problem, with estimations that 50% of the world population will be myopic by 2050. Some environmental factors, such as time spent outdoors, doing near work, and using digital devices, influence the development of myopia in children. Home confinement in Spain has increased these risk factors, so this study aims to investigate the impact of home confinement during the COVID-19 outbreak in the vision of school-aged children; Methods: A cross-sectional study in children between 5 and 7 years old that completed a visual screening and a questionnaire about their lifestyles at opticians in Spain in September and October of 2019 and 2020. Statistical analysis to compare lifestyles pre and post confinement, and vision in 2020 versus a similar cohort examined at the same opticians in 2019, was conducted; Results: Spanish children spent less time outdoors and more time doing near work in 2020 than in 2019 (p ≤ 0.001). There was a significant decrease of the spherical equivalent (mean ± standard deviation; 0.66 ± 2.03 D in 2019 vs. 0.48 ± 1.81 D in 2020; p ≤ 0.001); Conclusions: Lifestyles of Spanish children changed during the home confinement at the beginning of 2020. Together with changes in their lifestyles, spherical equivalents have decreased, which implies higher figures of myopia for children aged between 5 and 7.
25
Upton, Dominic, Charlotte Taylor, and Penney Upton. "Parental provision and children's consumption of fruit and vegetables did not increase following the Food Dudes programme." Health Education 114, no. 1 (December 20, 2013): 58–66. http://dx.doi.org/10.1108/he-06-2013-0026.
Full textAbstract:
Purpose – This study is based on previous research which suggests that the Dudes programme increases children's fruit and vegetable consumption for school-provided meals by assessing its effectiveness in increasing the provision and consumption of fruit and vegetables in home-provided meals. Design/methodology/approach – Two cohorts of children participated from six schools in the West Midlands in the UK, one receiving the Food Dudes intervention and a matched control group who did not receive any intervention. Participants were children aged four to seven years from six primary schools, three intervention (n=123) and three control schools (n=156). Parental provision and consumption of fruit and vegetables was assessed pre-intervention, then three and 12 months post-intervention. Consumption was measured across five consecutive days in each school using digital photography. Findings – No significant increases in parental provision or consumption were found at three or 12 months for children in the intervention schools, however, increases were evident for children in the control group. Research limitations/implications – Further development of the Food Dudes programme could develop ways of working with parents and children to increase awareness of what constitutes a healthy lunch. Originality value – This is the first independent evaluation to assess the influence of the Food Dudes programme on parental provision and children's consumption of lunchtime fruit and vegetables.
26
Teale, William H., Colleen E. Whittingham, and Emily Brown Hoffman. "Early literacy research, 2006–2015: A decade of measured progress." Journal of Early Childhood Literacy 20, no. 2 (March 25, 2018): 169–222. http://dx.doi.org/10.1177/1468798418754939.
Full textAbstract:
This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.
27
Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.
Full textAbstract:
Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills.
Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles
Reference:
Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349
Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003
Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033
Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190
Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4
Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253
Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1
Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114
Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002
Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371
Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202
Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011
Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793
Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58.
Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137
Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686
Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400
Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005
Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9
Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215
Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746
Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y
Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069
Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561
Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737.
Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182
Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118
Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025
Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation.
Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021
Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7.
Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196
Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0
Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467
28
Trott, Carlie D., and Andrea E. Weinberg. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action." Sustainability 12, no. 16 (August 9, 2020): 6400. http://dx.doi.org/10.3390/su12166400.
Full textAbstract:
Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children (M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.
29
Alanazi, Yazeed A., Eduarda Sousa-Sá, Kar Hau Chong, Anne-Maree Parrish, and Anthony D. Okely. "Systematic Review of the Relationships between 24-Hour Movement Behaviours and Health Indicators in School-Aged Children from Arab-Speaking Countries." International Journal of Environmental Research and Public Health 18, no. 16 (August 16, 2021): 8640. http://dx.doi.org/10.3390/ijerph18168640.
Full textAbstract:
The Australian and Canadian 24-hour movement guidelines for children and youth synthesized studies in English and French or other languages (if able to be translated with Google translate) and found very few studies published in English from Arabic countries that examined the relationship between objectively measured sedentary behaviour (SB), sleep and physical activity (PA) and health indicators in children aged 5–12 years. The purpose of this systematic review was to investigate the relationships between 24-hour movement behaviours and health indicators in school-aged children from Arab-speaking countries. Online databases MEDLINE, EMBASE, SPORTdiscus, CINAHL, PsycINFO and Scopus were searched for English, French and Arabic studies (written in English), while Saudi Digital Library, ArabBase, HumanIndex, KSUP, Pan-Arab Academic Journal, e-Marefa, Al Manhal eLibrary and Google Scholar were searched for Arabic studies. The Grading of Recommendations Assessment, Development and Evaluation framework was used to assess the risk of bias and the quality of evidence for each health indicator. A total of 16 studies, comprising 15,346 participants from nine countries were included. These studies were conducted between 2000 and 2019. In general, low levels of PA and sleep and high SB were unfavourably associated with adiposity outcomes, behavioural problems, depression and low self-esteem. Favourable associations were reported between sleep duration and adiposity outcomes. SB was favourably associated with adiposity outcomes, withdrawn behaviour, attention and externalizing problems. PA was favourably associated with improved self-esteem and adiposity outcomes. Further studies to address the inequality in the literature in the Arab-speaking countries to understand the role of 24-hour movement behaviours and its positive influence on health outcomes across childhood are urgently needed.
30
Roostin, Erna. "FAMILY INFLUENCE ON THE DEVELOPMENT OF CHILDREN." PrimaryEdu - Journal of Primary Education 2, no. 1 (February 28, 2018): 1. http://dx.doi.org/10.22460/pej.v1i1.654.
Full textAbstract:
The family is a group of people or a group of people living in one household because of blood relations, marriage or other bonds, living together in a house headed by a family head and eating in a pot. They interact with each other, have their own roles and create and maintain a culture. The role of the family as the main educator in the family is claimed to work together to educate their children. The main role of the family in educating children is as a foundation for moral education and religious life. The nature and nature of children are largely derived from both parents and from other family members. Family environment is the first educational environment because in this family every individual or a child first get education and guidance. In providing education should pay attention to the development of children. The development of the child is a change in the child where the infinite development of the growing sense of growth, but in it also contains a series of changes that take place continuously and are fixed from the physical and spiritual functions of the individual to the stage of maturity through growth, maturation and learning , there are several periods of development that must be achieved by the child. Therefore the family has a very important influence in the period of child development in order to have a basic knowledge of the ethics and norms that prevail in the community against himself.
31
Tutova, Olena V., and Yevgeniya A. Savchenko. "Assessment of Influence of Digital Economy Development on Social and Economic Environment." Upravlâûŝie sistemy i mašiny, no. 6 (278) (December 2018): 81–92. http://dx.doi.org/10.15407/usim.2018.06.081.
Full text
32
Liu, Yan Xia. "The Influence of Cloud Computing on Digital Publishing." Advanced Materials Research 971-973 (June 2014): 1799–802. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.1799.
Full textAbstract:
The main problems restricting the development of digital publishing include: the lack of a clear business model and integrated services platform supporting business development, unable to achieve the customers’? value innovation; the lack of unified standard of digital publishing industry, unable to realize the orderly and scale development; the lack of effective mechanism of copyright protection of digital publishing, unable to realize the value protection. This paper discussed the innovation direction of digital publishing mode under the cloud computing environment from the following aspects: build cloud publishing comprehensive service platform, expand industrial organization boundary, optimize resources allocation; build digital publishing standard based on “?cloud computing”? and achieve scale development; set up the publication service platform based on “?cloud computing”? to realize copyright protection effectively.
33
Brito, Natalie H. "Influence of the Home Linguistic Environment on Early Language Development." Policy Insights from the Behavioral and Brain Sciences 4, no. 2 (August 31, 2017): 155–62. http://dx.doi.org/10.1177/2372732217720699.
Full textAbstract:
Approximately 15.5 million children in the United States (21%) live in impoverished households, with child poverty rates highest among Black, Hispanic, and American Indian children. Growing up in a socioeconomically disadvantaged environment is associated with substantially worse health and impaired psychological, cognitive, and emotional development throughout the life span. Socioeconomic status (SES) has a robust association with language development—across different language outcomes, across different ethnic and language-exposure groups, as well as within these groups. This review examines pathways for SES disparities in language skills emerging early in development and contributing to later gaps in school readiness and academic achievement.
34
Strauss, Richard S., and Judith Knight. "Influence of the Home Environment on the Development of Obesity in Children." Pediatrics 103, no. 6 (June 1, 1999): e85-e85. http://dx.doi.org/10.1542/peds.103.6.e85.
Full text
35
Wiefferink, C. H., G. W. G. Spaai, N. Uilenburg, B. A. M. Vermeij, and L. De Raeve. "Influence of Linguistic Environment on Children's Language Development: Flemish Versus Dutch Children." Deafness & Education International 10, no. 4 (December 2008): 226–43. http://dx.doi.org/10.1179/146431508790559724.
Full text
36
Solomatina, Viktoriya. "Designing Digital Educational Environment for the Individualization of Learning and the Development of Gifted Children." Social Phenomena 10, no. 2 (November 1, 2020): 70–75. http://dx.doi.org/10.47929/2305-7327_2020.02_70-75.
Full textAbstract:
The article presents the authors’ project of designing a digital educational environment for the actualization and development of creative giftedness in primary school children by means of a network of project activities. The educational environment was designed within the conceptual framework proposed by E. D. Patarakin and based on his idea of using network interactions to support the project method. This approach enables a transition from the concept of "educational environment" to the concept of “educational ecosystem". The model of an ecological system is used in the article to analyze the contemporary educational environment. The empirical material presented in the paper can be implemented in developing new forms of interaction between educational process participants in the context of e-learning.
37
Soltani, Ali, and Alireza Shams. "Analyzing the Influence of Neighborhood Development Pattern on Modal Choice." Journal of Advanced Transportation 2017 (2017): 1–11. http://dx.doi.org/10.1155/2017/4060348.
Full textAbstract:
Although several studies have been undertaken on the association between built environmental characteristics and travel patterns in western societies, the impacts of the local built environment on individuals’ travel behavior considering the specific conditions of developing nations have remained largely unknown. Thus, this paper investigates the travel behavior effects of local planning and design in three residential neighborhoods of Shiraz, a city in the southwest of Iran. The data on land use and built environment characteristics were extracted primarily from an existing digital map and GIS, whereas the data on individuals’ socioeconomics and their daily travel behavior were purposefully collected using a field questionnaire survey (n=393). A nested logit model (NLM) based on the microeconomic utility concept was then applied to discover the impacts of personal characteristics and built environment factors on the choice mode of the individuals. The results and the associated policy implications can be helpful in defining a strategic agenda for neighborhood design and planning.
38
Vafina, Alsu Hadievna, and Liliya Kamilevna Khalitova. "MakerSpace technology and digital environment for speech development of bilingual preschoolers: the experience of Integration." Педагогика и просвещение, no. 1 (January 2021): 114–24. http://dx.doi.org/10.7256/2454-0676.2021.1.34824.
Full textAbstract:
The goal of this article consists in examination of the effective ways of implementation of digital educational technologies into the system of preschool educational institutions functioning in a bilingual environment. The subject of this research is the digital educational resources and innovative technologies in the area of speech development of preschoolers. The technology of implementation of innovative comprehensive approach towards creating a developing environment in digitalization era is addressed to the experts in preschool education. The novelty of this work lies in substantiation of the effectiveness of implementation into the practice of preschool educational institutions of digital educational resources for the development of communication skills of bilingual children in using the MakerSpace technology. The article reveals the essence and advantages of introduction of the innovative concepts of teaching that are founded on digital technologies; underlines the need for a comprehensive approach towards implementation of digital resources into the practice of preschool educational institutions; substantiates the effectiveness of implementation of comprehensive approach to the organization of a developing environment for the development of communication skills of children 3-7 years of age by means of the Russian language. The results of the conducted experiment in preschool educational institutions of the Republic of Tatarstan prove the effectiveness of creating a single developmental environment. Such environment is being formed by the joint efforts of the pedagogues and preschool students using the digital educational resources during classes. The acquired rudimental knowledge is solidified with experience in the course of realization of creative activity using the MakerSpace technology.
39
Simone, Maria Grazia. "Already Connected Digital Early Childhood between Digital Media and the Net." International Journal of Education 12, no. 3 (August 8, 2020): 1. http://dx.doi.org/10.5296/ije.v12i3.17504.
Full textAbstract:
Children under seven spend most of their free time using digital technology. Educational contexts, such as school and family, would sometimes seem disinterested in the actual understanding and management of the phenomenon. They are unprepared to provide effective educational indications in this regard. Pedagogical reflection also appaears to be late about the relationship between digital media and early childhood. The paper tries to fill this research gap by trying to answer these questions: How to interpret the wide diffusion of digital media and the net among very young children? What does the screen convey to them? What development gains and educational needs can be covered instead? Under what conditions is the virtual an educational environment?
40
Kaur, Nimran, Madhu Gupta, Tanvi Kiran, Prahbhjot Malhi, and Sandeep Grover. "Development and evaluation of the digital-screen exposure questionnaire (DSEQ) for young children." PLOS ONE 16, no. 6 (June 22, 2021): e0253313. http://dx.doi.org/10.1371/journal.pone.0253313.
Full textAbstract:
Background Over the last three decades, the accessibility and usage of mobile devices have increased among young children. This study’s objective was to develop a validated caregiver-reported digital-screen exposure questionnaire (DSEQ) for children aged 2–5 years. Methods DSEQ was developed in five phases. Phase 1, a draft questionnaire was developed by reviewing the literature on existing tools (n = 2) from 2009–2017. Phase 2, face-to-face interviews with primary caregivers (n = 30) were conducted in a tertiary-care-hospital for acculturation. Nine experts assessed the face and content validity of the draft Hindi and English questionnaire. Phase 3, a pilot study conducted among randomly selected families (n = 40) to evaluate the feasibility of DSEQ in field settings. Phase 4, test-retest reliability was done among 30 primary caregivers selected randomly in another urban cluster. Phase 5, the internal consistency of DSEQ was checked by conducting a cross-sectional study among randomly selected 400 primary caregivers in Chandigarh, North India. IBM SPSS Statistics for Macintosh, version 25.0, was for data management and analysis. Results A valid DSEQ with 86 items under five domains, including sociodemographic, screen-time exposure and home media environment, level of physical activity, media-related behaviors, and parental perceptions was developed. The pilot study showed that it was feasible to use the DSEQ in the field. DSEQ was reliable with kappa value ranging from 0.52 to 1.0, and intra-class coefficient of 0.62–0.99 (p<0.05). A strong internal consistency was observed for three domains including, screen-time exposure and home media environment (Cronbach’s alpha of 0.82), media-related behaviors (Cronbach’s alpha of 0.74) and physical activity (Cronbach’s alpha 0.73). Conclusions The developed DSEQ has good face and content validity and acceptable evidence of internal consistency and test-retest reliability. The DSEQ can be used for measuring digital screen exposure and its correlates among children aged 2 to 5 years.
41
Malach, Josef, Dana Vicherková, M. Chmura, and Veronika Švrčinová. "STUDENTS OF TECHNICAL HIGH SCHOOLS IN THE REALITY OF DIGITAL LEARNING ENVIRONMENT." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 42–51. http://dx.doi.org/10.28925/2311-2409.2021.356.
Full textAbstract:
The article briefly presents several national and transnational strategic documents dealing with the development of digital literacy and digital education. It analyzes the content of the concept of digital literacy, which is a prerequisite for learning and education in the digital age and the use of all the benefits andcomponentsofthedigitallearningenvironment. Theauthorsinvolvedinthegranttaskofthe Technology Agency of the Czech Republic entitled “Education in Engineering Field and Its Optimization for the Need of the Labor Market” deal with many issues related to digital literacy and the use of digital technologies at secondary technical schools in a selected region of the Czech Republic. The article presents the results of empirical research, which answers the following main research questions: a) Does the view of students of these schools on the use of digital technologies in teaching affect the level of their digital competencies? Does the professional orientation of students according to the RIASEC method influence the self- assessment of digital competences and the use of digital technologies in teaching? c) Does the development of artificial intelligence applications in mechanical engineering influence the decision to start high school and the students’ opinion on their future career in mechanical engineering? Using statistical methods, partial research hypotheses were verified and the obtained data will be used for the optimization of the school digital learning environment as well as for the process of creating digital literacy of teachers and students
42
Oreshkina, Anna Konstantinovna, Dmitry Vladimirovich Lukashenko, Ivan Sergeyevich Samokhin, and Marina Georgiyevna Sergeeva. "Digital educational environment as a factor of developing teacher’s professional reflection." Revista Tempos e Espaços em Educação 14, no. 33 (July 31, 2021): e16166. http://dx.doi.org/10.20952/revtee.v14i33.16166.
Full textAbstract:
The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.
43
Tkalenko, Svitlana, and Natalya Sukurova. "The influence of FDI on sustainable economic development of Ukraine in terms of global digitization." Journal of Digital Science, no. 1 (May 28, 2020): 40–53. http://dx.doi.org/10.33847/2686-8296.2.1_4.
Full textAbstract:
This article is a research study of the role and necessity of digital transformation of Ukrainian economy in the context of digitization of the world economy, which will promote economic growth and increase the international competitiveness of national economy, which in its turn will contribute to the further formation of an attractive investment environment. The modern tendencies of information economy development are disclosed. Changes of the determinants of FDI in the Ukrainian economy in terms of its digital transformation are revealed. It is proved that foreign trade and the globalization index of the country influence on the process of attracting FDI. Much attention in the article is paid to the role of information, development of information sphere, digitization, formation of a new information economy, foreign direct investments, which are necessary for the economic development of the country and affect economic growth in the context of global digitization. The necessity of this study is due to the modern trends of development in the world economy and the digital transformation of the national economy. The role and importance of foreign direct investments in the digital transformation of the national economy has been proved on the basis of a broad analysis of research works of foreign and national specialists, analysis of economic situation in Ukraine and the main macroeconomic indicators identified the role and necessity of transformation processes, macroeconomic indicators of economic development of the country were analyzed, the necessity and requirements for the formation of an attractive investment environment, favorable investment climate and business environment have been identified. Using the econometric model, based on E-Views software, the indicators of GDP, foreign trade, inflation, employment level and the globalization index have been analyzed in the context of their impact on the volume of FDI attraction and their forecasting have been made.
44
Ghozali, Sholahudin. "The Influence of Parenting Patterns on the Personal Social Development of Preschool Children." South East Asia Nursing Research 2, no. 2 (June 30, 2020): 70. http://dx.doi.org/10.26714/seanr.2.2.2020.70-73.
Full textAbstract:
The child's personal social development is greatly influenced by the environment and interactions between the child and the parents or other adults around them. The type of parenting style of parents towards their children will affect the attainment of the level of education, social skills and overall development of the child. The purpose of this study was to determine the effect of parenting style on the personal social development of preschool children. The method used in this research is descriptive correlation method and cross-sectional approach. The respondents of this study were 39 parents who have preschool children aged 3-5 years in Dukhan Qatar. Sampling was taken by total sampling. The results showed that the parenting style of preschoolers affected the personal social development of preschoolers (p = 0.028). It is recommended that parents of preschool-age children provide more encouragement to their children in terms of independence and socializing with the environment.
45
Shishova, E. O. "The Influence of the Type of Educational Environment on Preschool Children's Mental Development." Psychological-Educational Studies 13, no. 1 (2021): 84–100. http://dx.doi.org/10.17759/psyedu.2021130106.
Full textAbstract:
The article is devoted to the study of the developing potential of educational environments and their impact on the formation of personality in the modern educational space. Based on the theoretical and methodological analysis of the types of educational environment, it is concluded that in the structural plan the educational environment of preschool childhood is a system of interconnected components, the main components include object-spatial, socio-psychological, cognitive-active, communicative and subjective components. Based on cluster analysis, four distinctive modern types of educational environment with various capabilities are identified and the author's typology of educational environments in the system of preschool education is proposed, depending on the severity of each component. The tendencies to the conjugation of the quality parameters of the educational environment (according to the ECERS-R scales) and the personal characteristics of children, as well as significant differences in the subjective characteristics and initiative of preschoolers in different learning environments have been identified. The efficiency and feasibility of using the cluster analysis method in the study of the qualitative characteristics of the educational environment and their developing potential is shown. Empirical data were obtained on the basis of 16 preschool educational organizations in the Republic of Tatarstan, on a sample of subjects in 876 people (50 teachers, 413 preschool children and 413 parents (mothers) of preschool children).
46
Kuchma, Vladislav R., Marina A. Polenova, and Marina I. Stepanova. "Informatization of education: medical and social problems, technologies for hygienic safety students training." Hygiene and sanitation 100, no. 9 (September 20, 2021): 903–9. http://dx.doi.org/10.47470/0016-9900-2021-100-9-903-909.
Full textAbstract:
Introduction. The digitalization of education in the Russian Federation accompanied by the intensive use of digital tools in children and adolescents’ education and leisure activities actualizes the problems of preserving the health of the younger generation. The aim of the study was to assess the current medical and social problems of informatization of education and the formation of approaches to the hygienic regulation of the main risk factors for the health of students, to determine the technologies for ensuring their hygienic safety in the digital environment. Materials and methods. The expert and analytical research were carried out using scientific publications, Internet resources, normative and methodological documents showing the features of the organization of educational activities of students in the digital environment, the technology of ensuring their hygienic safety. Results. It shows the high degree of development of the digital environment in the Russian education system; a diverse arsenal of digital educational resources and services that are most in demand by participants in the educational process; prospects for the modernization and development of education in the course of the introduction of the digital educational environment (DEE). The new digital environment can negatively impact the lifestyle and behavior of children and adolescents and contribute to the formation of additional risk factors for their health. In the context of the increased informatization of the educational process and the active use of electronic learning tools (ESE), there is an increase in the information load and psychoemotional overstrain in children and adolescents, an increase in various forms of information dependence, borderline mental disorders and behavioural disorders, the prevalence of school-related conditions and diseases. Conclusion. Among the measures related to the safety of the use of digital technologies and means of their provision in the educational and leisure activities of children, the implementation of technologies aimed at assessing the main risk factors for children’s health in the developing digital environment and the prospects for the development of hygienic rationing; compliance with hygiene regulations and rules of work when using ESO; training and education of children, parents and teachers; expertise of educational programs and technologies; monitoring the effectiveness of the implementation of DEE.
47
Derecha, Alla. "The family environment as an external factor of development of creativity." HUMANITARIUM 41, no. 1 (December 30, 2019): 81–89. http://dx.doi.org/10.31470/2308-5126-2019-41-1-81-89.
Full textAbstract:
The article is devoted to the theoretical analysis of the family education factors that influence the development of children's creative abilities and the empirical study of the styles of parent relationship in the families of children with different levels of creativity. The relevance of the study of the family environment problem as an external factor of development of children's creativity is substantiated. Researchers of creativity give a decisive role to the microenvironment in which the child is formed, and, primarily, to the influence of family relationships. Currently, consideration of the children's creativity development in the family is the least studied branch of psychology of abilities and the most actual problem of family education. The factors of family education, which influence the development of the child’s creative abilities are highlighted: the position of parents concerning the child’s development and the ways of influencing it; the family’s attitude to the development of the child’s abilities; the style of parent-child relationships; the style of child control and guidance; the family composition and relationships within it. The significance of connection between the styles of family education and the level of creativity development of elementary school children is empirically determined. The characteristic features of relationships between parents and children in each of the studied groups are distinguished: in the families where the children show the high level of creativity development, the type of parent-child relationships “cooperation” is typical; the most typical style of parent-child relationships in the families whose children show the low level of creativity development are «rejection» and «authoritarian hypersocialization».
48
Eysink, Tessa H. S., Alieke M. van Dijk, and Ton de Jong. "BE COOL! a digital learning environment to challenge and socially include gifted learners." Educational Technology Research and Development 68, no. 5 (February 21, 2020): 2373–93. http://dx.doi.org/10.1007/s11423-020-09754-9.
Full textAbstract:
Abstract This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups with children with the same ability level. This differentiation method unites elements of learning by design, learning together, and learning by inquiry. In this article, we first present the conceptual foundations underlying BE COOL! Next, we describe the learning environment and its components as incorporated in a seven-week science lesson series in which fourth to sixth graders must design a liveable house on the moon for a family of four. Then, we describe our design process, in which research and development alternated and we end with a brief presentation of the learning environment’s added value for educational practice.
49
Hannover, Bettina, and Lysann Zander. "How Personal and Social Selves Influence the Development of Children and Adolescents at School." Zeitschrift für Pädagogische Psychologie 34, no. 2 (March 2020): 65–85. http://dx.doi.org/10.1024/1010-0652/a000261.
Full textAbstract:
Abstract. How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves – learners' knowledge about their group memberships and associated evaluations – have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.
50
Mori, Shiro, Hiroki Nakamoto, Hiroshi Mizuochi, Sachi Ikudome, and Carl Gabbard. "Influence of Affordances in the Home Environment on Motor Development of Young Children in Japan." Child Development Research 2013 (August 19, 2013): 1–5. http://dx.doi.org/10.1155/2013/898406.
Full textAbstract:
Previous research indicates that the home environment is a significant factor in early child development. The present study examined influence of the multidimensional home environment on young Japanese children’s motor development. A Japanese translation of the Affordances in the Home Environment for Motor Development-Self Report (AHEMD-SR) was used to assess home motor affordances in 262 families. Motor ability was assessed by parental report using the Enjoji Infant Analytic Developmental Test. We also asked parents to rate their own physical activity in terms of level and years of experience. As results, we found that the home environment in Japan was generally sufficient for children’s motor development and that children’s access to Fine Motor Toys (FMT) and Gross Motor Toys (GMT) had the strongest influence on their development. Analysis also indicated that AHEMD-SR scores were higher for children of parents who had some level of physical activity experience compared to children whose parents indicated no physical activity experience. Parents’ self-reported activity level was correlated with higher scores for the subscales FMT and GMT and for total AHEMD-SR score. These results indicate that both the physical and social-psychological environments (parental experience and views) of the home influenced children’s motor development.