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Автор: Grafiati

Опубліковано: 27 липня 2024

Оновлено: 29 липня 2024

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1

Wang, Yuanyuan, Molly Cooke, Jessa Reed, Laura Dilley, and Derek M. Houston. "Home Auditory Environments of Children With Cochlear Implants and Children With Normal Hearing." Ear & Hearing 43, no. 2 (September 22, 2021): 592–604. http://dx.doi.org/10.1097/aud.0000000000001124.

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2

Fathy, Manzilatul, Rifasya Nurfadillah, Purwati Purwati, and Sima Mulyadi. "Pentingnya Peran Orangtua Dalam Mencegah Permasalahan Perilaku Sosial AUD." As-Sibyan: Jurnal Pendidikan Anak Usia Dini 8, no. 1 (June 10, 2023): 87–98. http://dx.doi.org/10.32678/assibyan.v8i1.8268.

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In the social development of children, children's social development is very important in living in society with other people, therefore in socializing in their community children must have good social behavior without any unsocial behavior. The purpose of this study was to describe the important role of parents in preventing AUD social behavior problems. This research uses the method of library research (library research). The results of this study concluded that the role of parents is very important in stimulating the development of social behavior, children print parental behavior at home because children are reliable imitators, the importance of the role of parents in implementing parenting and habituation, religious norms and values in an effort to prevent social behavior problems in children. As parents who want their children to have good social behavior, parents must be able to apply parenting/educational methods and use good habituation methods regarding norms and religion while at home.

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3

Mellentin, Angelina Isabella, Annette Elkjær Ellermann, Bent Nielsen, Anna Mejldal, Sören Möller, and Anette Søgaard Nielsen. "The prognosis of out-patient alcohol treatment among parents with childcare responsibility." BJPsych Open 4, no. 6 (November 2018): 471–77. http://dx.doi.org/10.1192/bjo.2018.69.

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BackgroundDespite expansive knowledge on the detrimental effects of growing up with parents with alcohol use disorders (AUDs), little is known about the prognosis of alcohol treatment among parents with childcare responsibility.AimsThis observational cohort study aimed to examine the prognosis of patients with and without childcare responsibility, in a conventional out-patient alcohol treatment clinic.MethodA consecutive AUD sample (N = 2201), based on ICD-10 Diagnostic Criteria for Research, was assessed with the European Addiction Severity Index during the clinical routine, at treatment entry and conclusion. Data on addiction severity, treatment course and drinking outcomes were derived, and adjusted odds ratios (AORs) were calculated with logistic-regression models. Drinking outcomes were compared in an intention-to-treat analysis, including all patients in a logistic regression with inverse probability weighting.ResultsPatients with childcare responsibility (aged <18 years) had a less severe addiction profile and lower drop-out rate compared with patients without children or with children living out-of-home. They were also more likely to improve on all drinking-related outcomes, including abstinence (AOR 2.68, 95% CI 1.82–3.95), number of drinking days (AOR 2.45, 95% CI 1.50–4.03) and excessive drinking days (AOR 4.66, 95% CI 2.36–9.17); and those with children living out-of-home had better outcomes on abstinence (AOR 1.59, 95% CI 1.08–2.34) than patients without children.ConclusionsChildcare responsibility among out-patients was associated with better treatment course and outcomes than those without or not living with their children. This knowledge can help guide clinical practice, effectuate interventions and inform social authorities.

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4

Jalil, Muhamad. "PARADIGMA BARU PENDIDIKAN ANAK USIA DINI BERDASARKAN KARYA MUNIF CHATIB “ORANGTUANYA MANUSIA”." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 7, no. 1 (June 24, 2019): 15. http://dx.doi.org/10.21043/thufula.v7i1.4907.

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<p>The researchers 'interest in discussing the book by Munif Chatib's "Parents of Man" was motivated by researchers' concerns in following the development of the AUD and observing parenting in the community. The purpose of this study was to explain Munif Chatib's ideas in reconstructing a new paradigm of AUD education at home and school. This research was a library research. The results showed that there were seven (7) new paradigms in AUD parenting according to Munif Chatib, namely: (1) providing the right stimulus to boost AUD intelligence; (2) the success of AUD education, (3) generating AUD self-confidence; (4) identifying AUD talents and interests; (5) Choosing the right school; (6) help children learn at home; and (7) overcoming the influence of media and pornography.</p>

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5

Benítez-Barrera, Carlos R., D. Wesley Grantham, and Benjamin W. Y. Hornsby. "The Challenge of Listening at Home: Speech and Noise Levels in Homes of Young Children With Hearing Loss." Ear & Hearing 41, no. 6 (August 3, 2020): 1575–85. http://dx.doi.org/10.1097/aud.0000000000000896.

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6

., Ismaniar, Abdul Rahmat, Mintarsih Arbarini, and Abd Hamid Isa. "Analysis of Readiness to Organize Learning from Home for Early Childhood during the COVID 19 Pandemic Period in Indonesia." Webology 19, no. 1 (January 20, 2022): 2038–53. http://dx.doi.org/10.14704/web/v19i1/web19138.

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This research was motivated by complaints from various parties about the less than optimal learning outcomes for children during the Covid 19 pandemic in Indonesia. This study aims to see the readiness of various parties to support the implementation of learning from home during the COVID-19 pandemic in Indonesia. This research is a descriptive research with a quantitative approach. The population of this study were educators and parents of children aged 3-6 years, research respondents found 450 people consisting of 325 PAUD educators and 125 AUD parents, who came from 5 provinces in Indonesia (West Sumatra, West Java, Central Java, East Java). Java and Gorontalo). Processing data using the percentage formula. Based on the results of data processing, conclusions can be drawn; 1) More than (an average of 53%) educators in PAUD institutions are already quite well prepared in dealing with learning activities from home, this can be seen from the readiness of learning plans, learning media, and learning applications used. However, there are still educators who are uncomfortable or unprepared because they have limited operational skills for learning applications, 2) Almost all early childhood parents (+ 47%) are not ready to face learning activities from home, because the media and supporting facilities they have are insufficient, limited knowledge and skills in using learning applications, the availability of internet networks, and the time limit for assisting children to learn due to economic factors. 3) Almost learning from early childhood (+48%) are not ready for learning activities from home because children are accustomed to learning to play with peers, so that they are tired of studying on their own from home, children are not independent and need intensive assistance from parents, and limited media and supporting learning facilities from home.

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7

Douglas, Michael. "Teaching Children With Hearing Impairment To Listen and Speak When the Home Language is Not English." Perspectives on Hearing and Hearing Disorders in Childhood 21, no. 1 (May 2011): 20–30. http://dx.doi.org/10.1044/hhdc21.1.20.

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Many speech-language pathologists (SLPs), deaf educators, and audiologists (AuDs) are finding themselves serving increasing numbers of children with hearing impairment (HI) who come from families that do not speak English. The majority of these families are likely to select listening and spoken language (LSL) as the primary method of communication for their children. This paper will present issues that need to be considered to support develop of LSL in more than one language for an ever-growing population of children with HI in the United States. Specific areas discussed include bilingual capabilities of some children with hearing loss, achievements of children with HI at a few institutions in North America, determining the language(s) of intervention, understanding current models of intervention, and implementing strategies that facilitate successful multilingual learning.

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8

Hanurawati, Putri Cicilia, Nuraly Masum Aprily, Q. Qonita, and Edi Hendri Mulyana. "Transformasi Karakter Anak: Rahasia Sukses dalam Membentuk Karakter AUD Melalui Pendidikan di Rumah." Early Childhood Research Journal (ECRJ) 6, no. 2 (February 19, 2024): 96–100. http://dx.doi.org/10.23917/ecrj.v6i2.23304.

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Instilling character education in early childhood is one of the responsibilities of parents. Character education must be implemented from an early age in order to shape children into individuals with noble character. The aim of this research is to describe the character formation of early childhood through education at home or by the family. Data collection techniques use literature studies using various articles, books and other sources as data sources. The research results show that the success of character formation in children depends on parenting patterns and support from the environment to shape positive character in early childhood.

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9

Yolanda, Yosefin Elsye, and Lanny Wijayaningsih. "Peran Orang Tua Dalam Mendampingi Anak TK Belajar Selama Masa Pandemi." PAUDIA : Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini 11, no. 2 (November 30, 2022): 522–31. http://dx.doi.org/10.26877/paudia.v11i2.12316.

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AbstrakSelama pembelajaran jarak jauh anak perlu pendampingan dari orang tua atau orang terdekatnya agar anak termotivasi dan semangat dalam belajar. Peran orang tua menjadi salah satu peran yang sangat penting ketika mendampingi anak belajar karena ketika belajar orang tua dapat melihat kendala yang dialami oleh anak dan perkembangan yang dialami oleh anak. Penelitian ini bertujuan agar orang tua memahami dan melaksanakan perannya dalam mendampingi anak, agar orang tua mengetahui kendala yang dialami oleh anak saat mendampingi belajar dirumah. Jenis penelitian yang digunakan adalah deskriptif kualitatif, teknik pengumpulan data menggunakan observasi, kuesioner atau angket, wawancara dan dokumentasi. Penelitian ini dilaksanakan di TK Virgo Maria 1 Ambarawa dan subjek penelitian adalah orang tua TK Virgo. Data kualitatif tersebut dianalisis kemudian ditarik kesimpulan. Dalam pembelajaran daring ini peran orang tua sangat banyak antara lain sebagai orang tua di rumah, orang tua berperan sebagai pendidik, pembimbing, motivator atau pemberi motivasi dan memberikan fasilitas untuk anak selama pembelajaran dirumah. Beberapa upaya yang dilakukan orang tua adalah mendampingi anak belajar dan mengerjakan tugas, memotivasi anak agar semangat belajar, menjelaskan kembali materi pembelajaran kepada anak menggunakan bahasa yang mudah dipahami, menyampaikan perintah terkait tugas yang akan dikerjakan agar anak dapat mengerjakan tugas secara mandiri.Kata kunci: peran orang tua, masa pandemi, pendampingan AUD AbstractDuring distance learning, children need assistance from their parents or closest people so that children are motivated and enthusiastic about learning. The role of parents is one of the most important roles when accompanying children to learn because when learning parents can see the obstacles experienced by children and the development experienced by children. This study aims to make parents understand and carry out their role in assisting children, so that parents know the obstacles experienced by children when accompanying learning at home. The type of research used is descriptive qualitative, data collection techniques using observation, questionnaires or questionnaires, interviews and documentation. This research was conducted at Virgo Maria 1 Kindergarten Ambarawa and the research subjects were parents of Virgo Kindergarten. The qualitative data were analyzed and conclusions were drawn. In this online learning, the role of parents is very much, among others, as parents at home, parents act as educators, mentors, motivators or motivators and provide facilities for children during learning at home. Some of the efforts made by parents are assisting children in learning and doing assignments, motivating children to be enthusiastic about learning, re-explaining learning materials to children using easy-to-understand language, conveying orders related to tasks to be done so that children can do assignments independently. Keywords: pandemic period; AUD assistance; the role of parents.

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10

Ismaniar, Ismaniar, Wisroni Wisroni, and Nur Hazizah. "Needs of Early Childhood Parents During Homeschooling the Covid Pandemic 19." KOLOKIUM Jurnal Pendidikan Luar Sekolah 8, no. 2 (October 30, 2020): 186–91. http://dx.doi.org/10.24036/kolokium-pls.v8i2.437.

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The School From Home (SFH) policy at the time of the Covid 19 outbreak now has a significant impact on various parties, especially early childhood and parents. The transfer of massive learning stimulation activities from school to home shows that not all parents are ready. This unpreparedness has a negative impact on both parents and children. There is a lot of data about the complaints of parents who are not able to provide optimal stimulation for their children, even to the appearance of words and actions that are out of control from parents which are very important for children, both physically and psychologically. The phenomenon of parents' unpreparedness requires assistance from various parties, especially academics and medical doctors. The participation of academics and educational education in sharing knowledge and skills will increase the readiness of parents in stimulating various aspects of AUD intelligence in the family environment. It is hoped that more and more academics will be able to improve the knowledge and skills of the community so that efforts to educate future creation in the future will be more easily realized.

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11

Helmita, Roza, Aidhya Irhash Putra, Najmiatul Fajar, Venny Haris, Hadiyati Idrus, and Maya Sari. "EMPOWERING PARENTS IN INTRODUCTION TO SCIENCE IN EARLY AGE CHILDREN WITH THE THEME "SCIENCE IS FUN"." Seminar Nasional ADPI Mengabdi Untuk Negeri 1, no. 1 (September 20, 2020): 221–25. http://dx.doi.org/10.47841/adpi.v1i1.60.

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The responsibility of introducing science to early childhood should not only be borne by PAUD teachers, but it should also have been introduced by parents at home. This empowerment activity is focused on how the introduction of science to AUD can be done by parents at home, what media can be made by parents to introduce science to early childhood. The target activities are the Kumanis nagari community and Tanjung Bonai Aur Sijunjung Regency who have children aged 2 years - 6 years. The preparatory phase carried out includes: survey and stabilization and determination of location and targets. The Stages of the Workshop are as follows: 1) Techniques to read fairy tales about science: reading narratives, vocal techniques of cartoon characters to the sounds of animals, nature and various types of machines as well as "story telling" to participants, 2) Techniques of making fairy tales with natural themes, 3) Techniques to make science play tools for AUD as well as simulating the use of these tools. Evaluation of activities is carried out during the process and the end of the training. As for evaluating these activities, we conducted a questionnaire. From the questionnaire assessment it can be concluded that the activity participants were satisfied and gained new knowledge for their activities

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12

DesJardin, Jean L., Carren J. Stika, Laurie S. Eisenberg, Karen C. Johnson, Dianne M. Hammes Ganguly, Shirley C. Henning, and Bethany G. Colson. "A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss." Ear and Hearing 38, no. 4 (2017): 441–54. http://dx.doi.org/10.1097/aud.0000000000000414.

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13

Hilmi, Ikhsan, Marlita Nurhidayati, Dini Nurlatifah, Rian Febrian, and Elfan Fanhas. "Maket Kebun Binatang Berbasis Limbah Industri Rumahan sebagai Media Pembelajaran untuk Anak Usia Dini (AUD)." EARLY CHILDHOOD : JURNAL PENDIDIKAN 1, no. 1 (May 30, 2017): 58–69. http://dx.doi.org/10.35568/earlychildhood.v1i1.62.

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Abstrak Kemampuan berfikir abstrak pada Anak Usia Dini (AUD) masih terbatas, dibandingkan dengan kemampuan berfikir konkrit, sehingga kegiatan bermain sambil belajar bagi Anak Usia Dini (AUD) akan efektif apabila anak dibawa pada keadaan dan kondisi yang sebenarnya. Mengenalkan dunia binatang (fauna) yang efektif untuk Anak Usia Dini (AUD) haruslah dibawa pada keadaan dan kondisi kebun binatang yang sebenarnya, tetapi bagi anak yang tinggal jauh dan atau di daerahnya tidak terdapat kebun binatang tentu hal ini menjadi kendala khususnya berkenaan dengan pendanaan, oleh karenanya kemampuan pendidik membuat maket sebagai media pembelajaran sangatlah penting karena hal tersebut dapat terjangkau dan dapat menggunakan bahan-bahan dari limbah industri rumahan yang ada di lingkungan sekitar. Langkah-langkah membuat maket binatang berbasis limbah industri rumahan, adalah sebagai berikut : mengumpulkan bahan-bahan, membuat pola, membuat bentuk, merangkai, mewarnai, serta memberi aksesoris dan binatang mainan. Maket kebun binatang yang sudah jadi dapat dijadikan media pembelajaran yang menyenangkan bagi Anak Usia Dini (AUD) untuk mengenal bentuk, warna, bilangan, sipat dan karakter, dan hal lainnya. ABSTRACT Abstract thinking ability in Early Childhood (AUD) is still limited than concrete thinking ability, so that learning activities for Early Childhood (AUD) will be effective if the child is brought to the real condition. Introducing an animal life for Early Childhood (AUD) effectively is should be brought to the real condition of the zoo, but for children living far away and / or in their areas there is no zoo, this is an obstacle especially deals with funding issues. Therefore the teacherâ€™s ability to make a mockup as a learning media is very important because it can be affordable and can use existing materials from home industry wastes in the environment. The steps to create a zoo mockup based on home industry waste are as follows: collecting materials, making patterns, making shapes, stringing, coloring, giving accessories and animals toys. A ready zoo mockup can be used as a fun learning media for Early Childhood (AUD) to recognize shapes, colors, numbers, characters, and other things. Keyword : Maket (Mockup), home industry waste, Learning Media

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14

Basra, Muh Sarnur, Tri Sulastri, Nabila Riyani Amanda Saragih, Azivah Zahrianis, Nadia Febrian Sitanggang, and Rahel Jesiska Pinem. "Development of APE with the Media "Educational House" to improve AUD Development Aspects in Bagan Percut Smart Kindergarten." Jurnal Pengabdian Masyarakat Bestari 2, no. 12 (December 27, 2023): 1099–112. http://dx.doi.org/10.55927/jpmb.v2i12.7093.

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The aim of this research is to improve 6 aspects of AUD development in the Bagan Percut Smart Kindergarten through the "Educative House" APE. This type of research uses qualitative and quantitative approaches. This research adapts the ADDIE Model which consists of five stages which include analysis, design, development, implementation and evaluation. The results of the development of this research are: APE "Educational Home for Developing Aspects of Child Development. The results of the practicality test of 12 young children at the Bagan Percut Smart Kindergarten show that the average score of the practicality test is 88.5% in the very practical category and in the effectiveness test it is known that the posttest score is 3 students who have the score is less than the KKM and has not been declared complete and there are 9 children who are more than the KKM.

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15

Siregar, Agung Kaisar. "POLA KOMUNIKASI ORANG TUA TERHADAP ANAK USIA DINI (AUD) DI KARANGJATI SINDUADI RT 17 RW 41 KEC. MLATI KAB.SLEMAN." BUHUTS AL-ATHFAL: Jurnal Pendidikan dan Anak Usia Dini 1, no. 1 (June 14, 2021): 47–57. http://dx.doi.org/10.24952/alathfal.v1i1.3806.

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This study aims to see how the communication patterns of parents to early childhood (AUD) in Karangjati Sinduadi RT 17 RW 41, Mlati District, Sleman Regency. This research is a qualitative research with a field study approach, a case study type. Sources of data obtained from this study are the words or actions of the interviewee and the observations related to this research.Based on the results of the study, it was found that initially the communication patterns of parents to early childhood were not good due to the different backgrounds of parents, and after the authors conducted research and observations and the authors provided a good and correct method of communication patterns to residents or parents, thank God the communication patterns Parents have started well, parents have implemented good communication patterns towards their families especially towards their children, namely: democratic or open communication patterns, then Laissez-Faire communication patterns.The next finding is that the character of early childhood has improved, children seem to have started to open up to their parents, after parents apply good and correct communication patterns to their children, then the children also look more familiar with their father and mother, and children have started telling stories often. to the father and mother about children's activities outside the home, either at school or playing with friends.

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16

Nggalu Bali, Engelbertus, Christine Andriani Manilani, and Margatera P. E. Djokaho. "Pola Bimbingan Belajar Orangtua di Rumah dalam Pengenalan Lambang Bilangan AUD masa BDR." JECED : Journal of Early Childhood Education and Development 4, no. 2 (December 31, 2022): 143–55. http://dx.doi.org/10.15642/jeced.v4i2.2147.

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This study aims to describe the pattern of parental guidance at home in developing the ability to recognize number symbols in early childhood BDR. This type of research is descriptive qualitative research. The data collection technique was through interviews with 10 parents with early childhood, as well as observations made on the entire process of parental maturation during BDR. The results of the study describe the pattern of parental tutoring carried out through 3 stages, namely 1) directing and making agreements with children in the form of gifts (rewards) and giving punishment (punishment), 2) monitoring of practices related to the tutoring process carried out by parents, namely using 4 types of activities, namely activities of imitating, connecting and bolding number symbols, using number symbol posters and using videos learning YouTube and games on smartphones, 3) correction of parents seeing obstacles/obstacles encountered during the learning process and solutions to overcome them as well as evaluating and not continuing. Parents have very diverse patterns and are very influential on the development of children's number symbols.

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17

Ahern, Molly B., Shakuntala Haraksingh Thilsted, Marian Kjellevold, Ragnhild Overå, Jogeir Toppe, Michele Doura, Edna Kalaluka, Bendula Wismen, Melisa Vargas, and Nicole Franz. "Locally-Procured Fish Is Essential in School Feeding Programmes in Sub-Saharan Africa." Foods 10, no. 9 (September 2, 2021): 2080. http://dx.doi.org/10.3390/foods10092080.

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Fish make an important contribution to micronutrient intake, long-chained polyunsaturated omega-3 fatty acids (n-3 LC-PUFAS), and animal protein, as well as ensuring food and nutrition security and livelihoods for fishing communities. Micronutrient deficiencies are persistent in sub-Saharan Africa (SSA), contributing to public health issues not only in the first 1000 days but throughout adolescence and into adulthood. School feeding programs (SFPs) and home-grown school feeding programs (HGSF), which source foods from local producers, particularly fisherfolk, offer an entry point for encouraging healthy diets and delivering essential macro- and micronutrients to schoolchildren, which are important for the continued cognitive development of children and adolescents and can contribute to the realization of sustainable development goals (SDGs) 1, 2, 3, 5, and 14. The importance of HGSF for poverty alleviation (SDG1) and zero hunger (SDG 2) have been recognized by the United Nations Hunger Task Force and the African Union Development Agency–New Partnership for African Development (AUDA-NEPAD), which formulated a strategy for HGSF to improve nutrition for the growing youth population across Africa. A scoping review was conducted to understand the lessons learned from SFPs, which included fish and fish products from small-scale producers, identifying the challenges and best practices for the inclusion of fish, opportunities for improvements across the supply chain, and gaps in nutritional requirements for schoolchildren which could be improved through the inclusion of fish. Challenges to the inclusion fish in SFPs include food safety, supply and access to raw materials, organizational capacity, and cost, while good practices include the engagement of various stakeholders in creating and testing fish products, and repurposing fisheries by-products or using underutilized species to ensure cost-effective solutions. This study builds evidence of the inclusion of nutritious fish and fish products in SFPs, highlighting the need to replicate and scale good practices to ensure sustainable, community-centred, and demand-driven solutions for alleviating poverty, malnutrition, and contributing to greater health and wellbeing in adolescence.

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18

Smith, Tina. "Bringing Children Home." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 29, no. 2 (February 2011): 108–17. http://dx.doi.org/10.1097/nhh.0b013e3182085e93.

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19

Schmeer, Kammi K., and Aimee J. Yoon. "Home sweet home? Home physical environment and inflammation in children." Social Science Research 60 (November 2016): 236–48. http://dx.doi.org/10.1016/j.ssresearch.2016.04.001.

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20

Vineis, Paolo, Guglielmo Ronco, Giovannino Ciccone, and Franco Gogliani. "Home Injuries in Children." Epidemiology 5, no. 3 (May 1994): 349–51. http://dx.doi.org/10.1097/00001648-199405000-00016.

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21

Pritchard, Gretchen W. "Home Liturgy with Children." Liturgy 21, no. 4 (December 2006): 39–45. http://dx.doi.org/10.1080/04580630600872653.

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22

Trethewey, Natasha. "Calling His Children Home." Callaloo 19, no. 2 (1996): 351. http://dx.doi.org/10.1353/cal.1996.0101.

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23

Keith-Lucas, Alan. "Children Away From Home." Residential Treatment For Children & Youth 14, no. 3 (January 30, 1997): 41–48. http://dx.doi.org/10.1300/j007v14n03_04.

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24

Lavelle, Lara. "The British home children." Peace and Conflict: Journal of Peace Psychology 19, no. 4 (November 2013): 378–82. http://dx.doi.org/10.1037/a0034607.

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Hothi, Daljit K., Lynsey Stronach, and Kate Sinnott. "Home hemodialysis in children." Hemodialysis International 20, no. 3 (April 7, 2016): 349–57. http://dx.doi.org/10.1111/hdi.12421.

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26

Marlow, Stacey E. "Educating Children at Home." Education and Urban Society 26, no. 4 (August 1994): 438–60. http://dx.doi.org/10.1177/0013124594026004009.

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27

Whiting, Mark. "Home care for children." Nursing Standard 4, no. 22 (February 21, 1990): 52–53. http://dx.doi.org/10.7748/ns.4.22.52.s62.

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28

Duffin, Christian. "Treating children at home." Primary Health Care 20, no. 3 (April 6, 2010): 6–7. http://dx.doi.org/10.7748/phc.20.3.6.s8.

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29

Gupta, D., A. Sachdev, N. Gupta, and AK Simalti. "Home Ventilation in Children." Journal of Nepal Paediatric Society 35, no. 1 (October 8, 2015): 85–88. http://dx.doi.org/10.3126/jnps.v35i1.11887.

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Анотація:

Introduction: Home mechanical ventilation (HMV) can prolong survival and improve quality of life. The objectives were to review the challenges, clinical conditions and outcome of children who were discharged from the hospital on respiratory support.Material and Methods: Twenty four patients, who were electively discharged from PICU and had received home ventilatory support for more than 15 days, were enrolled over 11 year study period. Patients were followed up monthly, for two years, for ventilatory requirements, any problems encountered during previous month and for any complication.Results: Twenty four patients with a median age of 3.5 years were discharged home with ventilatory support. HMV was started in 2001 at our hospital. Patents received home ventilation for a median period 5.4 months. Twenty (83.3%) patients received invasive mechanical ventilation via tracheostomy and four (16.7%) patients received non-invasive mechanical ventilation. Twelve (50%) patients received ventilatory support for more than 20 hrs a day and twelve (50%) patients received only during sleep. On follow up for two years for each patient, twenty (83.3%) patients successfully came off from ventilatory support while, two (8.3%) patients died and two (8.3%) lost to follow-up.Conclusion: HMV can be safely applied in selected children with CRF after providing adequate training to the care givers. For its more efficient use, we need to have good social support and medical assistance which can be extended to their homes to meet their complete health care needs.J Nepal Paediatr Soc 2015;35(1):85-88

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30

Zealand, Terrence P. "St Clare’s Home for Children: A Transitional Foster Home for Children with AIDS." QRB - Quality Review Bulletin 15, no. 1 (January 1989): 17–20. http://dx.doi.org/10.1016/s0097-5990(16)30256-1.

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31

Stores, Gregory, Christina Crawford, Jessica Selman, and Luci Wiggs. "Home polysomnography norms for children." Technology and Health Care 6, no. 4 (October 1, 1998): 231–36. http://dx.doi.org/10.3233/thc-1998-6402.

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32

Davis, Carol. "Caring for children at home." Nursing Standard 21, no. 36 (May 16, 2007): 20–21. http://dx.doi.org/10.7748/ns.21.36.20.s24.

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Hargreaves, Linda. "How children learn at home." Early Years 30, no. 1 (March 2010): 100–101. http://dx.doi.org/10.1080/09575140903562510.

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34

Helavirta, Susanna. "Home, children and moral standpoints." Qualitative Social Work 10, no. 4 (June 21, 2011): 434–50. http://dx.doi.org/10.1177/1473325011400481.

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Анотація:

Contemporary adult discussions often set up strong, even unchallenged norms of what things in the home promote children’s well-being and what constitutes a threat to it. This article examines children’s own descriptions of their homes and their standpoints on what is a good and proper life at home. The analysis focuses on the interview talk of child clients of Finnish child welfare. Children’s talk of home is characterized by positiveness, the presence of mother and scarcity of words. Home talk was not tinged with worry and problems. The study shows that children also have personal moral standpoints related to their homes. The children regard their homes as places of reciprocal obligations and responsibilities. Just as the adults have a moral obligation to look after the daily life at home, the children and the livelihood, the children also must look after the adults in situations where the adults have not enough energy, time or capability. The results argue for the need to rethink ‘adultist’ and professional norms of homes as a platform to promote the good life of children.

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35

Fortin, Jane. "Rights Brought Home for Children." Modern Law Review 62, no. 3 (May 1999): 350–70. http://dx.doi.org/10.1111/1468-2230.00211.

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36

Geary, Denis F., E. Piva, J. Tyrrell, M. J. Gajaria, G. Picone, L. E. Keating, and E. A. Harvey. "Home nocturnal hemodialysis in children." Journal of Pediatrics 147, no. 3 (September 2005): 383–87. http://dx.doi.org/10.1016/j.jpeds.2005.04.034.

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37

Kahan, Barbara. "Children Living Away from Home." Children & Society 7, no. 1 (December 18, 2007): 95–108. http://dx.doi.org/10.1111/j.1099-0860.1993.tb00285.x.

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38

Colomb, V., and C. Ricour. "Home parenteral nutrition in children." Clinical Nutrition 22 (January 2003): 57–59. http://dx.doi.org/10.1016/s0261-5614(03)00149-3.

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39

Jessop, Dorothy Jones. "Home medical care for children." Journal of Pediatrics 127, no. 2 (August 1995): 331. http://dx.doi.org/10.1016/s0022-3476(95)70327-6.

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40

KELLY, D. "HOME PARENTERAL NUTRITION FOR CHILDREN." Lancet 328, no. 8509 (September 1986): 746. http://dx.doi.org/10.1016/s0140-6736(86)90257-6.

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41

Primhak, Robert. "Home oxygen therapy in children." Paediatrics and Child Health 17, no. 5 (May 2007): 202–5. http://dx.doi.org/10.1016/j.paed.2007.02.007.

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42

Hartung, Beth. "Why adult children return home." Social Science Journal 28, no. 4 (December 1, 1991): 467–80. http://dx.doi.org/10.1016/0362-3319(91)90024-x.

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43

Nelson, Virginia S., Julie C. Carroll, Edward A. Hurvitz, and Janet M. Dean. "HOME MECHANICAL VENTILATION OF CHILDREN." Developmental Medicine & Child Neurology 38, no. 8 (November 12, 2008): 704–15. http://dx.doi.org/10.1111/j.1469-8749.1996.tb12140.x.

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44

M. Berg, Alexandria, Lecia Snell, and William T. Mahle. "Home Inotropic Therapy in Children." Journal of Heart and Lung Transplantation 26, no. 5 (May 2007): 453–57. http://dx.doi.org/10.1016/j.healun.2007.02.004.

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45

Preutthipan, Aroonwan. "Home Mechanical Ventilation in Children." Indian Journal of Pediatrics 82, no. 9 (July 31, 2015): 852–59. http://dx.doi.org/10.1007/s12098-015-1842-z.

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46

Kotch, J. B., V. M. Dufort, P. Stewart, J. Fieberg, M. McMurray, S. O'Brien, E. M. Ngui, and M. Brennan. "Injuries among children in home and out-of-home care." Injury Prevention 3, no. 4 (December 1, 1997): 267–71. http://dx.doi.org/10.1136/ip.3.4.267.

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47

Peek, Lori, Bridget Morrissey, and Holly Marlatt. "Disaster Hits Home." Journal of Family Issues 32, no. 10 (July 4, 2011): 1371–96. http://dx.doi.org/10.1177/0192513x11412496.

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The authors explored individual and family adjustment processes among parents ( n = 30) and children ( n = 55) who were displaced to Colorado after Hurricane Katrina. Drawing on in-depth interviews with 23 families, this article offers an inductive model of displaced family adjustment. Four stages of family adjustment are presented in the model: (a) family unity stage, (b) prioritizing safety stage (parents) and missing home stage (children), (c) confronting reality stage (parents) and feeling settled stage (children), and (d) reaching resolution. This research illustrates that parental and child adjustment trajectories are dynamic and may vary over time, thus underscoring the importance of considering the perspectives of both adults and children in research and disaster policy interventions.

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48

Edwards, Jacqueline, and Maggie Breen. "Intravenous chemotherapy for children at home." Cancer Nursing Practice 1, no. 5 (June 2002): 26–29. http://dx.doi.org/10.7748/cnp2002.06.1.5.26.c36.

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49

WOODY, ROBERT C. "Home Videorecording of "Spells" in Children." Pediatrics 76, no. 4 (October 1, 1985): 612–13. http://dx.doi.org/10.1542/peds.76.4.612.

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The increasing availability of videorecording cameras and cassette recorders now permits the visual documentation of medical events in children at home by parents. On two occasions recently, we asked families to videorecord their children's presumed seizure activity at home. In the first case, a 10-month-old white boy had frequent "spells" which by history appeared to be complex partial seizures. Routine awake and asleep EEG tracings were normal, and the family resisted hospital admission for financial reasons. Anticonvulsant medications were prescribed, and the family suggested that they borrow their parent's videocassette recorder to document their son's spells at home. Their videorecordings produced a high quality, permanent record of definite complex partial symptom activity clearly revealing eye deviation, nystagmus, and associated head and arm tonic activity.

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PATTERSON, JOAN M., BARBARA J. LEONARD, and JANET C. TITUS. "Home Care for Medically Fragile Children." Journal of Developmental & Behavioral Pediatrics 13, no. 4 (August 1992): 248???255. http://dx.doi.org/10.1097/00004703-199208000-00002.

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