Gotowe bibliografie tematyczne / Children’s beliefs

Gotowa bibliografia na temat „Children’s beliefs”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 6 lutego 2022

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Artykuły w czasopismach na temat "Children’s beliefs"

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Braswell, Gregory S., Karl S. Rosengren i Howard Berenbaum. "Gravity, God and ghosts? Parents’ beliefs in science, religion, and the paranormal and the encouragement of beliefs in their children". International Journal of Behavioral Development 36, nr 2 (marzec 2012): 99–106. http://dx.doi.org/10.1177/0165025411424088.

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Using a questionnaire, the present study examined parents’ beliefs regarding the development of children’s beliefs about science, religion, and the paranormal. The study also investigated parental encouragement of children’s beliefs, as well as parents’ own beliefs within these domains. Results revealed that parents make distinctions between domains in terms of (a) the importance and timing of beliefs in children’s lives, (b) their own beliefs, and (c) what they encourage their children to believe. The results also indicated that parents’ beliefs were often consistent with the beliefs, they encouraged in their children. These findings suggest that parental beliefs provide an important contextual background for children’s development.
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Woolley, Jacqueline D., i Jean A. Dunham. "Children’s Beliefs about Miracles". Journal of Cognition and Culture 17, nr 1-2 (8.02.2017): 73–93. http://dx.doi.org/10.1163/15685373-12342192.

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The goal of the present study was to assess the nature and development of children’s concepts of miracles — their understanding of what miracles are, their beliefs in miracles, and their use of miracles as an explanatory device. A total of 36 7–12-year-old children attending an Episcopal school were given a combination of tasks and structured interview questions. Parents filled out a family religiosity questionnaire. Results revealed multi-faceted conceptions of miracles, along with a high level of belief, and indicated that children considered miracles an effective explanatory construct. We apply these findings to the general question of how children learn to explain their world.
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Dempsey, Jill M., Jay C. Kimiecik i Thelma S. Horn. "Parental Influence on Children’s Moderate to Vigorous Physical Activity Participation: An Expectancy-Value Approach". Pediatric Exercise Science 5, nr 2 (maj 1993): 151–67. http://dx.doi.org/10.1123/pes.5.2.151.

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This investigation examined parental influence on children’s moderate to vigorous physical activity (MVPA) participation via an expectancy-value model that included parents’ behavior, parents’ beliefs about their children’s MVPA, and children’s beliefs about their MVPA. The influence of parents on their children’s MVPA was investigated via questionnaires tapping the belief systems of fourth- and fifth-grade children (n=71) and their parents (n=69). Self-reported MVPA was assessed for parents and children. Correlational analyses demonstrated a number of significant relationships between parents’ belief systems and children’s MVPA behavior and children’s belief systems and their physical activity participation. Based on hierarchical regression analyses, there was no evidence of a positive relationship between parents’ physical activity behavior (role modeling) and children’s physical activity behavior. Parents’ perceptions of their children’s MVPA competence was the only parent belief system variable related to children’s MVPA participation. In addition, children’s task orientation and expectancies significantly predicted their MVPA participation.
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Di Dio, Cinzia, Sara Isernia, Chiara Ceolaro, Antonella Marchetti i Davide Massaro. "Growing Up Thinking of God’s Beliefs: Theory of Mind and Ontological Knowledge". SAGE Open 8, nr 4 (październik 2018): 215824401880987. http://dx.doi.org/10.1177/2158244018809874.

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The study of social cognition involves the attribution of states of mind to humans, as well as, quite recently, to nonhuman creatures, like God. Some studies support the role of social cognition in religious beliefs, whereas others ascribe religious beliefs to an ontological knowledge bias. The present study compares these distinct approaches in 37 catholic children aged 4 to 10 years, who were administered an adapted version of the unexpected content task assessing false beliefs of different agents: a human, a dog, a robot, and God. The children were also administered an intentionality understanding task, a component of mentalization abilities, and an interview on ontological knowledge assessing emotions, intentions, imagination, and epistemic knowledge. In line with previous research, the results showed that children did not attribute false beliefs to God as they did to the human and to other nonhuman agents. Importantly, while false-belief attribution to the human was associated with the children’s ability to attribute mental states (intentionality understanding), false-belief attribution to God was related to children’s ontological knowledge. We conclude that, contrary to false-belief attribution to the human and to other nonhuman agents, children’s understanding of God’s mind is largely a function of ontological knowledge about God, rather than of children’s social cognitive functions.
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Eskelä-Haapanen, Sirpa, Marja-Kristiina Lerkkanen, Helena Rasku-Puttonen i Anna-Maija Poikkeus. "Children’s beliefs concerning school transition". Early Child Development and Care 187, nr 9 (5.05.2016): 1446–59. http://dx.doi.org/10.1080/03004430.2016.1177041.

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Howell, Kathryn H., Laura E. Miller i Sandra A. Graham-Bermann. "Evaluating Preschool Children’s Attitudes and Beliefs About Intimate Partner Violence". Violence and Victims 27, nr 6 (2012): 941–56. http://dx.doi.org/10.1891/0886-6708.27.6.941.

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Few studies have considered how intimate partner violence (IPV) impacts children’s overarching attitudes and beliefs about the prevalence and acceptability of aggression. This pilot study included 92 preschool children exposed to IPV who reported on attitudes and beliefs about violence using a new, theoretically driven measure. Findings illustrate that preschoolers were able to respond reliably on this measure, and that most report at least one maladaptive attitude or belief about violence. Maternal posttraumatic avoidance symptoms, increased child aggression, and decreased child self-blame were associated with maladaptive attitudes and beliefs. These findings, although preliminary, indicate that clinicians may need to address both children’s individual adjustment following violence exposure as well as their attitudes and beliefs concerning the acceptability of violence in interpersonal relationships.
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Amadó, Anna, Elisabet Serrat i Francesc Sidera. "Developmental Readiness in the Understanding of Own and Other’s False Beliefs". Child Development Research 2014 (14.10.2014): 1–7. http://dx.doi.org/10.1155/2014/596028.

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One of the most important milestones in the development of theory of mind is the understanding of false beliefs. This study compares children’s understanding of representational change and others’ false beliefs and evaluates the effectiveness of an appearance-reality training for improving children’s false belief understanding. A total of 78 children ranging in age from 41 to 47 months were trained in three sessions and evaluated in a pretest and in a posttest. The results show that for children it is easier to understand representational change than false beliefs in others, and that the improvement after training was greater when starting from a higher score in the pretest. The implications of this for training in false belief understanding are discussed.
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Ola, Bolanle, Rakendu Suren i Cornelius Ani. "Depressive symptoms among children whose parents have serious mental illness: Association with children’s threat-related beliefs about mental illness". South African Journal of Psychiatry 21, nr 3 (1.08.2015): 5. http://dx.doi.org/10.4102/sajpsychiatry.v21i3.680.

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<p><strong>Background. </strong>Sixty-eight per cent of women and 57% of men with mental illness are parents. There is increasing evidence of adverse psychosocial impact of parental mental illness on their children. However, among children whose parents have mental illness, the potential contribution of the children’s beliefs about mental illness to their own emotional distress is still poorly understood.</p><p><strong>Aim. </strong>To explore among children whose parents have serious mental illness, the relationship between the children’s beliefs about mental illness and their own depressive symptoms.</p><p><strong>Methodology. </strong>We conducted an interview-administered questionnaire survey of 67 Nigerian children whose parents were psychiatric inpatients. The children’s beliefs about mental illness were explored with five questions – two of which embedded threat-related beliefs. Their depressive symptoms were assessed with the Short Mood and Feelings Questionnaire (SMFQ) (Cronbach alpha 0.91). Based on stigma theory, we hypothesised that among this cohort, the children who hold threat-related beliefs about people with mental illness would report statistically significantly more depressive symptoms than those without similar beliefs. </p><p><strong>Results. </strong>The mean age (standard deviation (SD)) of the children was 13.3 (2.8) years, and 38% were males. Twenty-four per cent of the children believed mental illness is infectious. In line with our hypothesis, those holding this belief had statistically significantly more depressive symptoms compared with those without similar beliefs (<em>p</em>=0.001). Fifty-seven per cent of the children believed that people with mental illness are dangerous. However, contrary to our hypothesis, this belief was not associated with increased depressive symptoms (<em>p</em>=0.2). Multiple regression showed that statistically significant predictors of increased emotional symptoms were ‘belief that mental illness is infectious’ and younger age. The model explained 39.8% of the variance in SMFQ.</p><p><strong>Conclusion. </strong>In this and similar settings, psycho-education for children whose parents have serious mental illness should explore whether the children believe that mental illness is infectious. Providing reassurance to children holding such beliefs could reduce their risk of psychological distress.</p>
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Dawood, Omar Thanoon, Mohamed Izham Mohamed Ibrahim i Anna Christina Abdullah. "Children’s knowledge and beliefs about medicines". Journal of Child Health Care 19, nr 1 (23.08.2013): 73–83. http://dx.doi.org/10.1177/1367493513496911.

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Xiang, Ping, Ron McBride i April Bruene. "Relations of Parents’ Beliefs to Children’s Motivation in an Elementary Physical Education Running Program". Journal of Teaching in Physical Education 22, nr 4 (lipiec 2003): 410–25. http://dx.doi.org/10.1123/jtpe.22.4.410.

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Using achievement goal theory and the expectancy-value model of achievement choice as theoretical frameworks, this study examined relationships between parents’ beliefs and their children’s motivation in an elementary physical education running program. Participants included 102 parents and their children (49 boys; 53 girls) in the third and fourth grades. The parents completed questionnaires assessing their achievement goals, competence beliefs, task values, and gender stereotypic beliefs about running. Children’s persistence/effort was assessed by the number of laps run/walked over the year-long running program. Performance was measured by the timed mile run. Results indicated that only parents’ competence/value beliefs were predictive of their children’s persistence/effort and mile run performance. Gender stereotypic beliefs influenced achievement goals the parents adopted for their children. Findings provided empirical support for the importance of parental beliefs for children’s motivation in physical activity.
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Rozprawy doktorskie na temat "Children’s beliefs"

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Ahmad, Jamal F. "Arab American Children’s Early Home Learning Experiences". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321118162.

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Kim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.

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Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the two groups. This research employed a non-experimental research design with convenient sampling. Ninety-eight pre-service teachers and seventy-seven in-service preschool teachers participated in the research. The Knowledge of Mathematical Development survey (KMD) and the Beliefs survey were used to investigate possible differences between pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and between their beliefs about teaching mathematics. The findings of this study indicate a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their knowledge of mathematical development. This finding shows that pre-service teachers’ knowledge of children’s mathematical development is somewhat limited; most pre-service teachers have difficulty identifying the process of preschool children’s development of mathematics skills. A second finding reveals a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their beliefs about (a) age-appropriateness of mathematics instruction in the early childhood classroom, (b) social and emotional versus mathematical development as a primary goal of the preschool curriculum, and (c) teacher comfort with mathematics instruction. No statistically significant difference was found between pre-service teachers’ and in-service preschool teachers’ beliefs regarding the locus of generation of mathematical knowledge. Both groups believe it is the teacher’s responsibility to intentionally teach mathematics to young children. This result suggests that both pre-service and in-service preschool teachers believe that teachers should play a central role in the teaching of mathematics to preschool children. However, both groups would need appropriate education and training to learn how to teach mathematics to young children. Pre-service and in-service preschool teachers’ varying levels of experiences and different levels of education may help explain why there is a significant difference between their knowledge of mathematical development and beliefs about teaching mathematics.
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Tsai, Shu-Fang, i res cand@acu edu au. "Bringing Up Children In Taiwan: Parents’ Beliefs, Concerns and Coping Strategies Relating to Preschool Children’s Food Acceptance Behaviour". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp134.05022007.

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This study examined the food acceptance behaviour of preschool children in Taiwan from their parents’ perspectives. The research explored food preferences and aversions of preschool children and how parents’ beliefs, concerns and coping strategies influenced their food acceptance behaviour. This qualitative study used in-depth interviews to obtain answers to the research questions. This appears to be the first study of its kind in Taiwan. The results of this research were represented in three ways: as themes and sub-themes, as narratives for two families, and as concept maps to show the relationship between themes and preschool children’s food acceptance behaviour. The major findings of this research are firstly, that children showed a wide range of food acceptance behaviours that are established early in life. Secondly, parents had a number of beliefs and concerns about the nature of the food acceptance behaviour of their preschool children. They described many factors that they believe affect their children’s eating behaviour including the influence of caregivers, parents themselves, siblings, grandparents, peers, the kindergarten teacher, the kindergarten cook, and the media. Thirdly, parents’ rearing styles influence the eating habits of preschool children. The thesis concludes by pointing to useful directions and recommendations for further research, education and policy around the issue of early childhood food acceptance behaviour.
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McDonough, Andrea M., i res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.

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This is a report of an investigation of children’s beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children’s beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners’ beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics. The children were each interviewed on ten occasions over a five-month period using thirty semi-structured, creative interviewing procedures that were developed or adapted for the study that included drawing, writing, discussing scenarios presented through photographs, video snippets and other children’s drawings, ordering of descriptors, and responding to questionnaires presented verbally. The interview data consisted of transcripts and artefacts. Some class administered tasks, lesson observations and interviews with the mathematics teachers provided background information. Analysis of interview responses was undertaken through a criss-cross examination in which themes were drawn from each child’s data. Responses were not judged for correctness or for a match to any predetermined categories and the researcher sought to take a stance of neutrality to the phenomena under study. The research suggests that teachers and others involved in the education of young learners of mathematics should know that: it is possible to gain insights into children’s beliefs about maths (the term used most commonly by the children), learning, and helping factors for learning maths; to gain insights into young children’s beliefs, it is important to have dialogue with the children to avoid making assumptions about their interpretations or meanings; the creative interviewing procedures developed for the present research are helpful as they can stimulate reflection and prompt conversation; young children’s beliefs can be complex, subtle, broad and deep; young children’s beliefs are individually constructed and differ from child to child; children may not see mathematics concepts in the same ways as their teachers and other adults; beliefs are sufficiently diverse and significant to affect the way children see the mathematics learning situation; although the beliefs of children of eight to nine years of age may, on the surface, appear simplistic and naïve, they are not necessarily so. Young learners are able to reflect on their own and others’ experiences and often construct complex beliefs. There is a lot happening in the minds of these children. The research suggests also that it is important that educators do not to make assumptions about: what children see as maths (or mathematics); what children see as learning; and what children see as helping factors for learning maths. A key factor facilitating children’s reflection and expression was the range of visual, verbal, and text-based creative interviewing strategies developed for the present study. The individual procedures provided suitable prompts to allow young children to articulate or represent their beliefs. The semi-structured procedures, through which ideas were explored on multiple occasions, followed by theme-based, criss-cross analysis of interview transcripts and artefacts, resulted in rich and trustworthy portrayals of beliefs, increasing the validity of the findings. The research provides the education community with insights into young children’s beliefs that are unlikely to emerge within the day to day activity of the classroom and, through the availability of the research procedures, facilitates further gaining of insights into beliefs either by classroom teachers or other researchers.
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Vervecken, Dries [Verfasser]. "The impact of gender fair language use on children’s gendered occupational beliefs and listeners' perceptions of speakers / Dries Vervecken". Berlin : Freie Universität Berlin, 2013. http://d-nb.info/104519493X/34.

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Yusof, Noraisha Farooq. "A study of the relationship between the mathematical beliefs and teaching practices of home-educating parents in the context of their children’s perceptions and knowledge of mathematics". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2804/.

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Home-education, also known as home-schooling, is an educational choice made by families to facilitate learning at home rather than in school. Research by Rothermel (2002) and Rudner (1999) shows that, on average, home-educated children far outperform school-educated children on standard mathematics tests. But at present, no study has yet investigated the key reasons behind this phenomenon – indeed, no research has taken an in-depth look into the ways in which parents facilitate the learning of mathematics at home and the resultant effects on their children’s mathematical development. Therefore, in this study, we will consider the nature of mathematics education through the eyes of the home-educating parent and their children. Through questionnaires, this research examines the relationship between the educational and mathematical beliefs of home-educating parents. Parental views are compared with the children’s perceptions of the home learning environment, their mathematical beliefs and their mathematical understanding. Furthermore, the children’s mathematical understanding is addressed through consideration of their responses to a series of mathematical questions set within the context of Key Stages 1-3 of the National Curriculum. To obtain the research sample, home-educating families from across the United Kingdom were contacted via the Internet, and information was collected through both email and postal response. From the parental data, three categories of home-educator were highlighted: (1) Structured, (2) Semi-Formal and (3) Informal (as described by Lowe and Thomas, 2002). The children’s questionnaire responses were then analysed, using illustrative case studies to demonstrate how different home-educating approaches of their parents could result in different perceptions of mathematics and mathematical learning in the children. For example, children learning via a ‘structured’ approach were less likely to be able to measure their own level of mathematical ability than children from the other families; they also mentioned limited resources and less independence when learning mathematics. When examining the children’s assessed work, selective case studies, together with detailed analysis, revealed a strong link between the home-educating approach and the problem-solving strategies of the children. Children from structured families were often competent when solving more routine, ‘calculation-type’ problems, but less able to adapt their knowledge to problems that required a ‘deeper’ understanding of the concept. Children from families where the parent themselves had a mathematical background (e.g. mathematician or mathematics teacher) typically used formal mathematical reasoning in their work. On the other hand, children learning from ‘informal’ families (where emphasis was placed on ‘child-directed’ learning) seldom used ‘standard procedural’ type approaches to solve problems, but instead displayed a range of creative strategies. The findings suggested that a home-educating parent’s conception of mathematics not only influenced the way in which they attempt to teach mathematics but also their children’s mathematical beliefs and learning style. Furthermore, there was evidence to suggest that certain home-educating approaches encouraged a ‘type’ of mathematical understanding that could be applied in a range of situations, whereas other approaches, particularly where both the learning materials and interaction with others was restricted, resulted in a more limited level of mathematical understanding.
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Whitcombe, Emma Louise. "Young children's source monitoring : decisions about what to believe and ability to report the source of their beliefs". Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368286.

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Kikuno, Haruo. "Processing in children's acknowledging belief". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288103.

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Ahn, Sunghee. "Children's understanding of false beliefs about people's traits". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024699.

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Rubin, Ronnie M. "Children's beliefs about peer relations links to peer rejection, depression, aggression, and the beliefs of parents and teachers /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2007. http://proquest.umi.com/pqdweb?did=1342734151&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Książki na temat "Children’s beliefs"

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Irujo, Suzanne. Teaching bilingual children: Beliefs and behaviors. Boston: Heinle & Heinle Publishers, 1998.

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Alderson, Priscilla. Young children's rights: Exploring beliefs, principles and practice. Wyd. 2. London: Jessica Kingsley Publishers, 2008.

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Alderson, Priscilla. Young children's rights: Exploring beliefs, principles and practice. Wyd. 2. London: Jessica Kingsley Publishers, 2008.

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Kuhne, Michael. Children's understanding of evidence for belief. Ottawa: National Library of Canada, 1993.

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Whitcombe, Emma Louise. Young children's source monitoring: Decisions about what to believe and ability to report the source of their beliefs. Birmingham: University of Birmingham, 2000.

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Gallagher, Michael Paul. Will our children believe? Dublin: Veritas, 1998.

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Rogers, Kendra. Sex-role beliefs of children exposed to wife abuse. Prince George, BC: Child Welfare Research Centre, University of Northern British Columbia, 1999.

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Human, Johnnie. Let's explore Baptist beliefs: A children's guide to basic biblical teachings. Dallas, Tex: Baptistway Press, 2004.

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Nieminen, Jeanne Mary. We believe. Redaktorzy Glavich Mary Kathleen i Sisters of Notre Dame of Chardon, Ohio. Chicago: Loyola University Press, 1987.

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Pawlitz, Gail. Thomas believes: John 20 for children. St. Louis, MO: Concordia Pub. House, 2005.

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Części książek na temat "Children’s beliefs"

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Johnson, Ann. "Understanding Children’s Gender Beliefs". W Feminist Phenomenology, 133–51. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9488-2_8.

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Rubin, Kenneth H., Rosemary S. L. Mills i Linda Rose-Krasnor. "Maternal Beliefs and Children’s Competence". W Social Competence in Developmental Perspective, 313–31. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2442-0_19.

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Solomon, Catherine. "Accessing Children’s Beliefs about Mathematics Through their Drawings". W Understanding Teaching and Learning, 145–58. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_9.

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Li, Jin. "The Indispensable Role of Culture in Shaping Children’s Learning Beliefs". W The Psychology of Asian Learners, 37–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_3.

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Tirosh, Dina, Pessia Tsamir, Esther Levenson i Ruthi Barkai. "Working with Parents to Promote Preschool Children’s Numeracy: Teachers’ Attitudes and Beliefs". W Early Mathematics Learning and Development, 181–98. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2553-2_11.

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Li, Jin. "Cultural Models, Children’s Beliefs and Parental Socialization: European American and Chinese Learning". W Researching Cultures of Learning, 267–84. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137296344_14.

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Milne, Brian. "Intellectual Discourse, Beliefs, Moral and Ideological Positions on Children from Antiquity Until the Present – Children from Antiquity to the High Middle Ages". W The History and Theory of Children’s Citizenship in Contemporary Societies, 89–103. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6521-4_6.

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Ganapathy-Coleman, Hema. "Unspoken Expectations: Children’s Academic Achievement in the Beliefs of Asian Indian Hindu Parents in the United States". W Parents and Caregivers Across Cultures, 105–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35590-6_8.

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Lee, Tak-yan, Wai-man Kwong, Chau-kiu Cheung, Michael Ungar i Maria Y. L. Cheung. "Children’s Resilience-Related Beliefs as a Predictor of Positive Child Development in the Face of Adversities: Implications for Interventions to Enhance Children’s Quality of Life". W Quality of Life of Chinese People in a Changing World, 81–97. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-94-007-0224-0_7.

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Milne, Brian. "Intellectual Discourse, Beliefs, Moral and Ideological Positions on Children from Antiquity Until the Present – Children from the Middle Ages Through Early Modern to the Present". W The History and Theory of Children’s Citizenship in Contemporary Societies, 105–35. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6521-4_7.

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Streszczenia konferencji na temat "Children’s beliefs"

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Marliyani, Nina, i Sri Hartati R. Suradijono. "Parental Beliefs and Children’s Metacognitive Awareness". W Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.9.

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Tkotzyk, Raphaela. "JEOPARDIZING CHILDREN’S FUTURE? GERMAN KINDERGARTEN TEACHERS‘ BELIEFS ON LITERACY EDUCATION". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0910.

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Anwar, Rully Khairul, Edwin Rizal i M. Taufiq Rahman. "Consideration of Parents’ Beliefs about Guiding Children’s Usage of the Internet". W International Conference on Contemporary Social and Political Affairs. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008818901950199.

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de Jong, Chiara, Jochen Peter, Rinaldo Kuhne, Caroline van Straten i Alex Barco. "Exploring Children’s Beliefs for Adoption or Rejection of Domestic Social Robots*". W 2021 30th IEEE International Conference on Robot & Human Interactive Communication (RO-MAN). IEEE, 2021. http://dx.doi.org/10.1109/ro-man50785.2021.9515438.

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Hamida, Layli. "The Impact of Children’s You Tube Videos on English Language Socialization and Acquisition in Indonesia". W GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-7.

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This study aims at describing how the use of English on youtube videos play a significant role in the socialization and acquisition of the language for children in Indonesia. It particularly focuses on the depiction of how the media serve a platform for children’s English language development and socialization and whether parents or other adults’ accommodation reinforces or counteracts the language. Ethnographic interviews were conducted on five middle class parents with children of 3-5 years of age so as to collect information on children and parents’ everyday practices with the media. The findings suggest that parents’ beliefs and ideologies on foreign language socialization as well as their English proficiency lead to their primary support for English. Their everyday media consumption and communication practices with children show how arenas provided by parents have turned into an assumed form of scaffolding in the way that children reflect on the language collected from the media. The research indicates that global practices of English on the internet intersect with local practices of language socialization.
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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
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Adam Assim, Mohamad Ibrani Shahrimin Bin, i Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment". W GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Maras, Karen. "This time without ‘feeling’: Children’s intuitive theories of art as a logical basis for learning progression in visual arts". W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_3.

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Learning in Visual Arts has traditionally been framed as an experiential process in which feeling and intuition complement the development of aesthetic knowledge. However, while art can be about feelings and processes that develop students’ expressive capacities, the complexity of art understanding and thinking extends beyond this narrow common-sense assumption. I argue that this assumption, which is represented in the Australian Curriculum: The Arts (ACARA, 2015), and even more firmly resonates in recent proposals for the revision of this curriculum (ACARA, 2021), obfuscates the conceptual and theoretical bases on which students make progress in art understanding. This paper examines the proposition that art understanding emerges progressively and can be described in conceptual terms, the basis of which can be identified in empirical research on the emergence of children’s intuitive theories of art. This paper examines how selected studies articulate the cognitive grounds on which students’ ontologies of art and epistemological beliefs are represented in their reasoning about art over time. It is argued that an empirically supported conception of learning anchored in students’ cognitive development in art that recognises the theoretical commitments underscoring their conceptual and practical reasoning in visual arts practices K–12 provides a logical basis for articulating progression in the subject.
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Melonio, Alessandra, Mehdi Rizvi, Eftychia Roumelioti, Antonella De Angeli, Rosella Gennari i Maristella Matera. "Children's Beliefs and Understanding of Smart Objects". W AVI '20: International Conference on Advanced Visual Interfaces. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3399715.3399828.

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Mombach, Jaline, i Fabrizzio Soares. "Aplicativo para sondagem de hipótese de escrita infantil remota". W Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13072.

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Nowadays, we face a considerable improvement in education technologies, yet children’s spelling assessment is still a paper-and- pencil based method. Since it is a regular activity in literacy class- rooms and has to be conducted individually with each child, it is a laborious task for a teacher. It is challenging to offer an optimal number of tests because of the number of students in a single class. Moreover, the pandemic period highlighted the need for digital resources to support this activity remotely. In this context, we are developing a method for conducting automated word dictation sessions and support teachers in identifying children spelling development stages. Using DSRM, we believe that we can provide not only offering a more playful writing experience for children through technology, also to reduce teacher overload in the classroom. As preliminary results, the proposal was validated by usability inspection, and the results are promising.
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Raporty organizacyjne na temat "Children’s beliefs"

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Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones i Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, czerwiec 2021. http://dx.doi.org/10.51388/20.500.12265/119.

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This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.
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Gong, Yifan, Ralph Stinebrickner i Todd Stinebrickner. Marriage, Children, and Labor Supply: Beliefs and Outcomes. Cambridge, MA: National Bureau of Economic Research, październik 2019. http://dx.doi.org/10.3386/w26334.

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Dizon-Ross, Rebecca. Parents' Beliefs About Their Children's Academic Ability: Implications for Educational Investments. Cambridge, MA: National Bureau of Economic Research, maj 2018. http://dx.doi.org/10.3386/w24610.

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Jukes, Matthew C. H., Yasmin Sitabkhan i Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, wrzesień 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Hu, Weiming. Effects of parents' health attitudes and beliefs on children's preventive care utilization. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6199.

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Attanasio, Orazio, Teodora Boneva i Christopher Rauh. Parental Beliefs about Returns to Different Types of Investments in School Children. Cambridge, MA: National Bureau of Economic Research, styczeń 2019. http://dx.doi.org/10.3386/w25513.

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Lazonick, William, Philip Moss i Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, maj 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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