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Добірка наукової літератури з теми "Condition of working children"

Автор: Grafiati

Опубліковано: 10 березня 2023

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Статті в журналах з теми "Condition of working children"

Anderson, Stephanie. "Working with dyslexic children." Children and Young People Now 2014, no. 10 (May 13, 2014): 34. http://dx.doi.org/10.12968/cypn.2014.10.34.

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Montgomery, James W. "Verbal Working Memory and Sentence Comprehension in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 43, no. 2 (April 2000): 293–308. http://dx.doi.org/10.1044/jslhr.4302.293.

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In this study we examined the influence of verbal working memory on sentence comprehension in children with SLI. Twelve children with SLI, 12 normally developing children matched for age (CA), and 12 children matched for receptive vocabulary (VM) completed two tasks. In the verbal working memory task, children recalled as many real words as possible under three processing load conditions (i.e., no-load condition; single-load condition, where words were recalled according to physical size of word referents; and dual-load condition, where words were recalled by semantic category and physical size of word referents). In the sentence comprehension task, children listened to linguistically nonredundant (shorter) and linguistically redundant (longer) sentences. Results of the memory task showed that the children with SLI recalled fewer words in the dual-load condition than their CA peers, who showed no condition effect. The SLI and VM groups performed similarly overall, but both groups showed poorer recall in the dual-load condition than in the other conditions. On the sentence comprehension task, children with SLI comprehended fewer sentences of both types than the CA children and fewer redundant sentences relative to themselves and to the VM children. Results were interpreted to suggest that children with SLI (a) have less functional verbal working memory capacity (i.e., ability to coordinate both storage and processing functions) than their CA peers and (b) have greater difficulty managing both their working memory abilities and general processing resources than both age peers and younger children when performing a "complex" off-line sentence processing task.

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de Vreeze-Westgeest, Mirjam G. J., and Bart Vogelaar. "Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School." Education Sciences 12, no. 2 (February 14, 2022): 127. http://dx.doi.org/10.3390/educsci12020127.

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This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the progression after a cognitive training programme in arithmetical problem solving, taking into account the role of intelligence. Children were allocated to one of two experimental conditions: children received training after the pre-test (cognitive training condition) or were provided with training after the post-test (control condition). The results show that all children made significant improvements in working memory and metacognition. Intelligence significantly predicted verbal and visual working memory. However, we did not find a meaningful relationship between intelligence and metacognitive knowledge. The cognitive training in arithmetical problem solving seems to bring additional measurable changes in metacognitive knowledge, but not in working memory.

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Raffin, Cinzia. "A multidisciplinary approach to working with autistic children." Educational and Child Psychology 18, no. 2 (2001): 15–27. http://dx.doi.org/10.53841/bpsecp.2001.18.2.15.

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AbstractSeparate disciplines in isolation are unlikely to succeed with the complex condition known as autism: each discipline can provide only a partial answer to the many questions this condition raises. This paper will try and draw on the disciplines involved in treating autism, as well as analysing how they interact synchronically and diachronically. A new multidisciplinary epistemology is needed to develop a shared project to work for children with autism. It defines common goals and a common language based on knowledge and sharing of state of the art, on technical contents and methodologies, on procedures and on ethical principles. All this must be a consistent approach throughout the various settings and stages of the autistic child’s life.

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MONTGOMERY, JAMES W. "Relation of working memory to off-line and real-time sentence processing in children with specific language impairment." Applied Psycholinguistics 21, no. 1 (March 2000): 117–48. http://dx.doi.org/10.1017/s0142716400001065.

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Анотація:

In this study we examined the influence of working memory on the off-line and real-time sentence comprehension/processing of children with specific language impairment (SLI). A total of 12 children with SLI, 12 normally developing children matched for chronological age (CA), and 12 children matched for receptive syntax (RS) completed three tasks. In the working memory task, children recalled as many words as possible under three processing load conditions varying in the number of mental operations (i.e., no load, single load, dual load). In the off-line comprehension task, children listened to linguistically nonredundant and redundant sentences. In the real-time sentence processing task, children monitored sentences for the occurrence of a target word appearing at the beginning, middle, or end of a test sentence and pushed a response pad as quickly as possible upon hearing the target. In the memory task, SLI children recalled fewer words in the dual-load condition relative to CA peers, who showed no condition effect. The SLI and RS groups performed similarly overall; however, both groups recalled fewer words in the dual-load condition than in the other conditions. In the off-line task, the SLI group comprehended fewer sentences of both types relative to the CA controls and fewer redundant sentences relative to themselves and to the RS controls. A significant correlation between working memory and sentence comprehension was found for the SLI group and control groups. For the on-line task, between-group analyses revealed that the SLI group yielded an overall slower word recognition reaction time than the CA and RS groups. Working memory and sentence processing were not correlated for any group. Results were interpreted to suggest that SLI children have a more limited functional working memory capacity than their CA peers. Children with SLI also appear to have greater difficulty managing their working memory resources relative to both age peers and younger children when performing a conventional off-line sentence comprehension task but not a real-time sentence processing task.

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J, Romano Morris, Lazar M, and Henry J. "A-160 Understanding the Validity of the Digit Span Sequencing Task: A Least Executive Demand Model." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 954. http://dx.doi.org/10.1093/arclin/acaa068.160.

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Abstract Objective This study aimed to explore the patterns of Longest Digit Span from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), including understanding the newest sequencing condition. While there is a large body of research discriminating the cognitive demands of the forward and backward conditions, there is less literature devoted to the cognitive underpinnings of the sequencing task, and no studies looking at the applicability of this task with children. Patterns observed clinically on these conditions have suggested that the sequencing condition may involve less executive demand than the backwards condition (Least Executive Demand model). Therefore, it was predicted that Longest Digit Span Backwards (LDSB) would predict the most amount of variance in Working Memory scores on the Comprehensive Executive Functioning Inventory (CEFI). Method Hierarchal multiple regression analysis controlling for FSIQ was completed utilizing an archival database (n = 38) of children and adolescences (ages 6–15) referred to a university-based neuropsychological assessment clinic. Results Longest digit span scores were not significant predictors of Working Memory scores on the CEFI [F (4, 27) =1.746, p = .169]. However, digit span capacity was weakly predictive of CEFI Attention scores [F (4, 27) = 2.818, p < .05; R2 = .295]; with sequencing capacity as the only significant predictor (beta = .62, p < .05). Conclusions While there was no evidence that working memory capacity predicts real world working memory skills, there was evidence that digit sequencing capacity is predictive of parent reported attentional difficulties. Poor performance on DSS in children may be due to difficulties concentrating, sustaining attention or with avoiding distractions.

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Wijayanto, Arif, Khikmah Novitasari, and Adin Ariyanti Dewi. "Problems in Working Mothers in Early Children's Care." Edukasi 16, no. 2 (November 2, 2022): 159–65. http://dx.doi.org/10.15294/edukasi.v16i2.41563.

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A mother is seen as the main actor in taking care of children and household chores. Currently there has been a shift in values that provide opportunities for women to enter the world of work. These conditions can potentially cause problems in parenting for working mothers. This study aims to explore the problems in parenting experienced by working mothers. This study uses a qualitative phenomenological method to find out what problems working mothers experience in raising children. The participants in this study were eight working mothers (work as lecturers) aged 20-40 years, have toddler and lived with their husbands and children in one house. The motivation of mothers who continue to work even though they are caring for children include: economic factors, hobbies, and self-development. These conditions contain benefits and risks that must be faced by working mothers. From the results of research and discussion, it can be seen that the biggest problems in caring for working mothers are: 1) Time management, working mothers experience challenges such as managing time, having difficulty fulfilling their responsibilities as a mother, and managing workplace issues. The average informant works as a lecturer for at least 8 hours per day in the office and returns to do additional assignments at home for which there is no definite time limit. Mothers also still have duties to serve the family at home including caring for children and resting. This division of time is considered difficult by working mothers. 2) Managing emotions, fatigue from serving work and family makes the mood unstable. If support from the environment is minimal, this can trigger stress and burnout in working mothers. This condition can cause excessive anger, sadness and anxiety. 3) Health problems, connected from the problem of managing emotions, health problems can also arise when the mother is too tired and lacks rest. some of the health problems that often occur in working mothers: dizziness, fever, pain in the bones, stomach ulcers, stress and depression. 4) Family conflicts,the busyness of the mother outside the home makes the mother's duties at home not carried out perfectly. the need for support from people around so that conflicts in the family do not occur. Conflicts that can occur include: misunderstandings, ambiguity in the duties of family members, and attachment problems between mother and childrens.

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Summers, Connie, Vannesa Smith, Vannesa Mueller, Victoria Alexander, and Amelie Muzza. "Language of Intervention in Bilingual Children With Autism Spectrum Disorders." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 203–11. http://dx.doi.org/10.1044/persp2.sig1.203.

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Selecting the appropriate language of intervention for bilingual children with language impairment is difficult, especially for bilingual children with autism spectrum disorders (ASD) as their families are often encouraged by professionals to select one language only for communication. The limited evidence supports the use of bilingual language interventions when working with bilingual children with ASD. The current study sought to expand this limited work by presenting preliminary data of the effects of a bilingual and monolingual treatment condition on the language skills of two bilingual children with ASD (ages 3 and 5) using an alternating treatment, single-subject design. The two treatment conditions, a monolingual English condition and a bilingual English/Spanish condition, were alternated across 14 treatment sessions. Both participants improved in each condition. The treatment conditions were highly effective for one participant and minimally effective for the other participant. Within each participant, effect sizes were similar across the two treatment conditions. There were differences in the maintenance patterns of the two participants. These results support the available evidence that bilingual treatments do not have negative effects on bilingual children with ASD.

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Di Stadio, Arianna, Laura Dipietro, Roberta Toffano, Francesca Burgio, Antonietta De Lucia, Valentina Ippolito, Sabina Garofalo, et al. "Working Memory Function in Children with Single Side Deafness Using a Bone-Anchored Hearing Implant: A Case-Control Study." Audiology and Neurotology 23, no. 4 (2018): 238–44. http://dx.doi.org/10.1159/000493722.

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The importance of a good hearing function to preserve memory and cognitive abilities has been shown in the adult population, but studies on the pediatric population are currently lacking. This study aims at evaluating the effects of a bone-anchored hearing implant (BAHI) on speech perception, speech processing, and memory abilities in children with single side deafness (SSD). We enrolled n = 25 children with SSD and assessed them prior to BAHI implantation, and at 1-month and 3-month follow-ups after BAHI implantation using tests of perception in silence and perception in phonemic confusion, dictation in silence and noise, and working memory and short-term memory function in conditions of silence and noise. We also enrolled and evaluated n = 15 children with normal hearing. We found a statistically significant difference in performance between healthy children and children with SSD before BAHI implantation in the scores of all tests. After 3 months from BAHI implantation, the performance of children with SSD was comparable to that of healthy subjects as assessed by tests of speech perception, working memory, and short-term memory function in silence condition, while differences persisted in the scores of the dictation test (both in silence and noise conditions) and of the working memory function test in noise condition. Our data suggest that in children with SSD BAHI improves speech perception and memory. Speech rehabilitation may be necessary to further improve speech processing.

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Kudaibergenov, N. "Complex Assessment of Medical and Social Risk Factors and Their Effect on the Health Condition of Children Working at Industrial Waste Landfills." Bulletin of Science and Practice 5, no. 4 (April 15, 2019): 137–43. http://dx.doi.org/10.33619/2414-2948/41/15.

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The comprehensive assessment of medical and social risk factors and their impact on the health of children working at industrial waste landfills of the Kyrgyz Chemical Metallurgical Plant has presented. Various industrial and environmental factors were covered. To identify signs of environmental pollution by radioactive substances of natural and artificial origin the average values of gamma-radiation power levels have been examined. The hygienic, sociological, medical and statistical research methods are used. During the study, the social-hygienic and living conditions of life and work of children were studied. The selection of respondents conducted by random sampling. The health condition of children living in the region but not working at industrial waste landfills has studied to compare the data of a control group. An assessment of the physical and biological development of children in the experimental and control groups was carried out by measuring somatometric indicators (length and body weight, head circumference), as well as indicators of dynamometry and their external respiration function. The intensive morbidity rates of children have been studied. The article analyzes the impact of medical and social risk factors that adversely affect the health conditions of working children. It describes the various factors of the working environment and the labor process, which form the occupational risk of morbidity. An important part of the study was to assess the situation and identify possible causes that force families to involve children to work at industrial waste landfills.

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Дисертації з теми "Condition of working children"

Morton, Bess. "The condition of working-class children in Liverpool, England, 1900-1914 /." Title page and introduction only, 1985. http://web4.library.adelaide.edu.au/theses/09AR/09arm8885.pdf.

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Brunt, Rachel Lucy. "Teachers' experiences of working with children with life-limiting conditions in special schools." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12981/.

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This research explores the experiences of teachers who work with children with life-limiting conditions in special schools. The study is located within a qualitative, interpretive paradigm utilising a phenomenographic approach. Semi-structured interviews were used to collect data from eighteen teachers currently teaching children with life-limiting conditions in special schools. Interview data was transcribed and analysed using the Four Stages of Analysis for phenomenographic data (Schröder & Ahlström 2004). Following data analysis, five categories of description were identified; challenges faced when working with children with life-limiting conditions, pedagogical considerations, school health provision, emotional impact and emotional support. The findings demonstrate that teachers' educational biographies are characterised by a number of significant challenges, particularly around curriculum and assessment, communicating with parents and professionals and attending to medical emergencies. The most significant challenge faced by teachers of children with life-limiting conditions was the death of a child, an event that was regularly experienced by the majority of those interviewed. The challenges of the teaching role were found to have a huge impact on the emotional wellbeing of teachers which in turn was found to impact on their personal and professional lives. Emotional support was sought through formal and informal channels, including through professional counselling or via friends and family. However, barriers to this support were found to include a lack of understanding, awareness and an underestimation of the time the support was needed for. This research provides a clear and original understanding of the experiences and support needs of teachers who work with children with life-limiting conditions in special schools. It has important implications for those responsible for teacher training and professional development programmes, particularly in the areas of grief and bereavement, as well as for senior leadership teams responsible for ensuring the emotional wellbeing of their teachers.

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Williamson, Lauren. "Exploring speech-language pathologist knowledge and confidence around working with children with health conditions." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556742797784681.

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Athanasiou, Helen. "Working together to protect children : a case study of policy implementation in Greece." Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3516/.

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This is an exploratory case study aiming to describe the current state of the child protection system in Greece by examining both policy interventions and service responses targeted at all the stages of the phenomenon, ranging from detection and investigation to the provision of support or out of home care. This thesis is embedded in EU and international mandates for protecting children, embracing the Convention for the Rights of the Child as the starting point and value base of any developed, contemporary system designed to deal with this complex phenomenon. The main objective is to paint a picture of policy implementation in conjunction with front line interagency and multidisciplinary working. Data is collected and analysed in regards to all three levels; the macro, or policy level; the meso, or organisational/structural level and the micro, or frontline, professional, case specific, grassroots level. The researcher uses first-hand knowledge of the systems of both England and Greece in order to position Greece within the EU continuum of approaches based on the long-standing dilemma of support versus protection. As a result, the study concludes by offering suggestions on how to overcome barriers and improve the current situation in Greece so as to ensure that vulnerable children and their families receive appropriate and adequately designed services that would potentially enhance their life chances and enable better outcomes. This is achieved by distilling lessons to be learned from other more developed systems and adopting them to the Greek reality. This is an opportune moment for such a study as there is significant international movement towards convergence, which advocates unifying responses to such complex social phenomena and utilising international evidence of good practice.

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Davenport, Rebecca Kate. "Qualified clinical psychologists' experiences of working with children with life-limiting conditions : a qualitative study." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9199.

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Background: Despite the increased presence of clinical psychologists in paediatric services, including palliative care teams, there has been little research into their experience of working with children with life-limiting conditions. Existing studies have tended to focus mainly on the experience of medical professionals working in this area. Such studies have found that working with life-limiting conditions and child death has a significant impact on medical professionals, causing stress, burnout and feelings of professional failure. As clinical psychologists have a role in supporting the emotional needs of children, families and staff teams, it is important to explore their experiences, the impact that such work has on them, and any potential personal and professional implications. Aims: After identifying the above gap in the research, this study aimed to explore clinical psychologists‟ experiences of working with children with life-limiting conditions. Method: Semi-structured interviews were conducted with seven qualified clinical psychologists who were working in hospital settings with children with life-limiting conditions. The transcripts of the interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: Three superordinate themes emerged from the analysis: „The meeting of two worlds: When psychology and medicine converge‟, „Nobody is immune: Facing the challenges of working of life-limiting conditions‟ and „Balancing the rough with the smooth: Finding a way to manage‟. Implications & conclusion: Participants experienced challenges in having to adapt to a medical world and in facing emotional impacts however, they also reported positive experiences from their work. The study raised many implications for clinical practice including the need to potentially help psychologists to prepare for the possible changes required when practicing in a hospital setting. This could perhaps be incorporated more into clinical training or be provided as in-house training when starting in the post.

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Coleman, Alyson. "A study into the experience of dramatherapists working with children with life-limiting or life-threatening conditions." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/17008/.

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In order capture the tacit knowledge which dramatherapists bring to their complex work, this qualitative study explores their experience in the specific context of their work with children who have life-limiting or life-threatening conditions. Understanding this experience has implications for practice and is relevant to the particular needs of the clients. The study has resulted in the emergence of several products, including a play, bereavement Special Interest Group and a chapter in a book. This three-phase project adopts a phenomenological practitioner-researcher approach through two key lenses: dramatherapy, and theories of children’s bereavement. Heuristic inquiry in Phase One captures the researcher’s personal experience of her practice, explored through creative methods, with themes being identified using Moustakas’ (1990) six phases of data-gathering. Children with life-limiting and life-threatening conditions are supported by multi-disciplinary teams in a range of contexts; the themes identified in Phase One of the project were thus used in Phase Two to explore the experiences of school staff working in special education, of paediatric nurses, and of dramatherapists. Three focus groups were held to gain an understanding of the broader inter-disciplinary experience of these professionals, and thematic analysis (Silverman, 2011) was used to discover prevalent themes, which were then drawn down into the final phase. Phase Three involved in-depth interviews with four dramatherapists who work with this client group in different settings, with a view to gaining a richer understanding of their tacit knowledge. Interpretative Phenomenological Analysis (Smith, 2009) was utilised to synthesise the themes from all three phases of the project, informing and shaping the development of a range of products for different audiences. The devising, performance and evaluation of the play How Do You Think I Feel? is documented; the British Association of Dramatherapists (BADth) Bereavement Special Interest Group is discussed; and the co-authored book chapter ‘Beginning, Middle, End, Beginning’ is commentated on. Finally, implications for future practice and training are explored and elaborated.

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Adkins, Beverly Bullock Lyndal M. "An analysis of job satisfaction for special educators who instruct students with emotional/behavioral disorders how working conditions impact commitment /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12067.

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YEHONG, LUO. "Research on the situation of deaf-mute Children of Migrant Workers in Guiyang, China." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21331.

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This report is the outcome of a Field Study project. The aim of the study was to findout how the floating deaf-mute children of migrant workers experience psychologicalproblems in Guiyang, China. Bronfenbrenner’s ecological system theory was used asa theoretical frame. Semi-structured interviews were carried out with 4 inner migrantcouples who have deaf-mute children receiving treatment in a Center for disabled inGuiyang. 12 professionals working with treating deaf-mute children are alsointerviewed as well as 5 deaf-mute children. In total together 21 informants areinterviewed. The result of this study shows that three main aspects influence thepsychological problems of floating deaf-mute children with migrant parents most:social welfare policy, family income conditions and the center of treatmentenvironment. This study explored the problems based on Brofenbreener’s ecologicalsystems approach, which for the author had a new perspective to research on thesituation of deaf-mute children of migrant workers in Guiyang, China.

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Gafvelin, Sarudzayi, and Gunnarsson Sandra. "Att skapa en meningsfull framtid : En kvalitativ studie om hur det är att arbeta med ensamkommande flyktingbarn inom Socialtjänsten." Thesis, Umeå universitet, Institutionen för socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104946.

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Sedan 2006 har barn och ungdomar som flyttat till Sverige utan sina föräldrar eller annan vårdnadshavare ökat kraftigt. Till skillnad från vuxna är ensamkommande flyktingbarns livssituation mer komplex eftersom det saknas en ansvarig vuxen som kan tillgodose deras behov. Enligt svensk lag har dessa barn och ungdomar samma rättigheter som alla andra svenska barn vilket är anledningen till att det finns väl samordnat stöd från olika myndigheter. Socialtjänsten är en av dessa myndigheter som har en central roll i mottagandet av ensamkommande barn. Hela socialtjänsten står inför nya utmaningar som är en påföljd av förändringar i klienters demografi. Mycket internationell forskning har gjorts utifrån barnen men väldigt lite om socialsekreterarna. Denna uppsats bygger därför på en kvalitativ studie, gjord på intervjuer av tre socialsekreterare som ansvar för mottagandet av ensamkommande barn. Syftet med studien är att undersöka deras arbetsförhållande samt identifiera de utmaningar som förekommer. Studien visar att socialsekreterare upplever arbetet med ensamkommande barn som väldigt intressant och givande samtidigt som de möter olika utmaningar i arbetet, exempelvis kommunikationssvårigheter, kulturella skillnader samt arbetsmetoder som inte är riktigt anpassade till klientens behov. Vi kom fram till att användning av tolk inte alltid är tillförlitligt och att utredning enligt BBiC inte är optimalt. Trots svårigheterna tycker de intervjuade att de lyckas tillgodose barnens behov tack vare stöd från sina medarbetare och deras engagemang.

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Adkins, Beverly. "An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12067/.

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Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors that can prohibit effective teaching in the workplace. Teacher moral drops and half of newly hired employees leave the profession. Equally important, student outcomes are affected. Demographic information, program practices, and commitment information from special education teachers across the country were examined in this study. These areas of study helped to determine the best indicators for teacher job satisfaction and barriers that threaten satisfactory working conditions. An online survey was designed to capture 29 areas to explore qualifications and working environments for these teachers. Of the 600 targeted teachers, 332 individuals participated in Likert-like scales to determine their degree of satisfaction or dissatisfaction for working conditions, use of intervention strategies, and areas of commitment. Closed-ended and multiple-choice questions were used. Descriptive analyses and tables aided in understanding this study. The resulting factors indicated that, although some respondents pointed to job dissatisfaction within the subset of questions, participants who worked for more than 6 years were less likely to vacate their positions than teachers working for less than six years.

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Книги з теми "Condition of working children"

Morton, Bess. The condition of working-class children in Liverpool, England, 1900-1914. [S.l.]: [s.n.], 1985.

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Sanon, Chandragupt S. Working children: A sociological analysis. New Delhi: APH Pub. Corp., 1998.

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1962-, Hungerland Beatrice, ed. Working to be someone: Child focused research and practice with working children. London: Jessica Kingsley Publishers, 2007.

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Derks, Scott. Working Americans, 1880-1999.: Volume IV: Their Children. Millerton, NY: Grey House Pub., 2002.

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Govind, Subedi, Child Workers in Nepal Concerned Centre, Viśva Śikshā (Kathmandu Nepal), and Plan Nepal (Organization), eds. A rapid assessment of children working as porters. Kathmandu: World Education, 2012.

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Caputo, Tullio. Children and youth at risk: A working bibliography. [Ottawa]: Ministry of the Solicitor General, Corrections Branch, 1991.

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Caputo, Tullio. Children and youth at risk: A working bibliography. [Ottawa]: Ministry of the Solicitor General, Corrections Branch, 1991.

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Programme, Thardeep Rural Development, and Raasta Development Consultants, eds. Blooming colours, wilting children: Children working in the carpet industry of Thar. Tharparkar: Thardeep Rural Development Programme, 1999.

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Hopkins, Eric. Childhood transformed: Working-class children in nineteenth-century England. Manchester, UK: Manchester University Press, 1994.

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Pelto, Bert. Daily lives of working children: Cases studies from Bangladesh. Dhaka: UNICEF Bangladesh, 1997.

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Частини книг з теми "Condition of working children"

Shepherd, Dean A., Vinit Parida, and Joakim Wincent. "Entrepreneurs Alleviating Poverty Through Educating Their Children." In Entrepreneurial Responses to Chronic Adversity, 29–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04884-5_2.

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AbstractIn this chapter—“Entrepreneurs Alleviating Poverty Through Educating Their Children”—we examine the bright-side motivation underlying entrepreneurial action in chronic-adversity contexts. We explore entrepreneurs living in the slums of India, demonstrating that their main motivation for entrepreneurial action is educating their children. In doing so, we offer four important insights. First, these entrepreneurs believe that their children can escape poverty via a sequential process. Namely, they believe that education will enable their children to earn higher income. This higher income will, in turn, enable their children to move to a “better” neighborhood with improved living conditions. Second, working and living in slums can bring benefits to entrepreneurs as these areas can facilitate (rather than hinder) the formation of strong, caring communities that aid in entrepreneurship. Third, slum entrepreneurs often face a paradox in that their reasons (e.g., poor health) for wanting their families to leave their slum neighborhoods are the very thing keeping them there. Thus, their plans for escaping poverty often bump up against the reality of their adverse conditions. Finally, slum entrepreneurs tend to serve as “counterfactual” role models for their children as they became entrepreneurs to provide their children with lives that they neither had nor wanted themselves. Entrepreneurship is thus a means for these parents to help their children but is not the desired destiny they want for their children.

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Ipsen, Carl. "Working Children." In Italy in the Age of Pinocchio, 85–122. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983022_4.

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Parr, Joy. "British Working Children." In Labouring Children, 14–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003334057-1.

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Jephcott, Pearl, Nancy Seear, and John H. Smith. "The Children." In Married Women Working, 136–63. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003317777-9.

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Dexter, Graham, and Michael Wash. "Working with children." In Psychiatric Nursing Skills, 167–75. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_14.

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Ross, Johanna Woodcock. "Working with Children." In Specialist Communication Skills for Social Workers, 77–104. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54533-6_5.

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Ross, Johanna Woodcock. "Working with Children." In Specialist Communication Skills for Social Workers, 39–59. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36578-0_4.

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Gardner, Ruth, and Hedy Cleaver. "Working Effectively with Parents." In Safeguarding Children, 38–61. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470721506.ch2.

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Bossowski, Artur, and Karolina Stożek. "Hyperthyroidism in Children." In Graves' Disease [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97444.

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Hyperthyroidism is the state of excessive synthesis and release of the thyroid hormones by thyrocytes. Graves’ disease is the most common cause of hyperthyroidism in children. The condition may occur at any age but the prevalence increases with age. According to the classical paradigm, coexistence of genetic susceptibility, environment triggers and immunological dysfunction are responsible for its development. Diagnosis of Graves’ disease is based on presence of characteristic clinical symptoms, TSH receptor antibodies and excess of thyroid hormones. The management in pediatric population involves mainly pharmacotherapy (thyrostatics, β-adrenolitics), in resistant cases radical radioiodine I131 therapy or surgical treatment is necessary.

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Gurbanova, Jamila, Saadat Huseynova, and Afat Hasanova. "Preterm Birth and Postnatal Developmental Outcomes." In Premature Birth [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108061.

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Premature birth is a pathological condition that requires high-quality medical care due to the infants’ low body mass and gestational age, as well as morphofunctional immaturity. Moreover, such children are at great risk for retardation of mental development; metabolic, cardiovascular, and malignant diseases; and many other health problems at a later age. Early and late complications of preterm birth depend significantly on the gestational age at birth and the intrauterine development conditions of the fetus. Due to the more severe and complicated course of perinatal pathologies, premature babies with fetal growth retardation syndrome constitute a larger risk group. Approximately 50–70% of these children receive long-term treatment in the neonatal intensive care unit after birth. Furthermore, 70% of them face behavioral and memory problems in later life. While the pathologies of the neonatal period in children born prematurely are mainly related to respiratory, gastrointestinal, neurological, and nutritional problems, the complications of premature birth are manifested in children’s early age, preschool, school, adolescence, and other developmental periods.

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Тези доповідей конференцій з теми "Condition of working children"

Angraini, Dian Isti, Bagus Pratama, and Dwita Oktaria. "The Effectiveness of Health Education on Mother's Knowledge and Food Intake among Stunting Childrean in South Lampung, Lampung." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.07.

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ABSTRACT Background: Short stature (stunting) is a condition of chronic nutritional problems that results in failure of growth in children under five who only appear after the age of 24 months. This condition is caused by a lack of nutritional intake for a long time and a lack of knowledge of the mother so that the golden period is not realized in children at the age of 0-24 months. Health education as a prevention effort has a positive impact on changes in maternal knowledge and children’s food intake (energy and protein). This study aimed to analyze the effectiveness of health education on mother’s knowledge and food intake among stunting children in South Lampung, Lampung. Subjects and Method: This was an experimental study using a one group pretest-posttest design. This study was conducted in the working area of Sukadami community health center, South Lampung, from August to November 2019. The sample was 52 mothers who had stunted children aged 2-5 years and lived together. The dependent variables were maternal knowledge and food intake (energy and protein). The independent variable was maternal education. Maternal knowledge data was measured using a questionnaire and data on children’s food intake was measured using a 24 hours food recall questionnaire. Data were analyzed using the Wilcoxon test. Results: Health education was improving maternal knowledge (Mean= 15.6; p<0.001); increasing energy intake (Mean= 13.2; p <0.001), and increasing protein intake (Mean= 21.5; p<0.001), and they were statistically significant. Conclusion: Health education is proven to have an effect on maternal knowledge and food intake (energy and protein) of stunting children in the working area of Sukadami community health center, South Lampung. Keywords: health education, stunting, food intake, maternal knowledge Correspondence: Dian Isti Angraini. Faculty of Medicine Universitas Lampung, Bandar Lampung, Indonesia. DOI: https://doi.org/10.26911/the7thicph.03.07

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Ryzhova, Viktoria Sergeevna, and Olga Semenovna Ryzhova. "Psychological and Pedagogical Conditions of Personnel Training for Work With Gifted Children." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75203.

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The experience of organizing work with gifted children in our country at the federal and regional levels – from targeted programs, educational centers to online portals of continuing education and charitable foundations of the All-Russian level is presented in the article. The goals, objectives and basic principles of the Sirius Educational Center are disclosed. The results of a survey of teachers and curators of Sirius about the features of working with gifted children are presented. A model of the organization of training personnel for work with gifted children is presented as a master's program in psychological and pedagogical direction, implemented at the Southern Federal University.

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Mehta, T., and M. Mehta. "284. Improving Working Conditions for Children and Elimination of Child Labor as Immediate and Long-Term Goals Respectively." In AIHce 2001. AIHA, 2001. http://dx.doi.org/10.3320/1.2765813.

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Titova, M. A. "Self-regulation resources and job satisfaction of professionals working under tense conditions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.669.681.

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Job satisfaction is often attributed to the work efficiency and the psychological well-being of professionals. This article provides an overview of the cycle of studies on the relationship between self-regulation resources and job satisfaction of professionals working in high-tension environments. The research cycle involved 50 college teachers in the process of introducing of organizational changes; 41 teachers working with children with special health features; 50 staff members of the contact center and 51 trade organization employees, whose work is extremely emotional; 45 professionals of different spheres, carrying out their activities remotely in the mode of self-isolation, connected with the prevention of COVID-19 distribution. To solve the problems of the study, specially selected methods were used, among them: the test “Job satisfaction” by V. A. Rosanova — to determine the degree of satisfaction in work activity; the questionnaire “Strategic Approach to Coping Scale” by S. Hobfoll in the adaptation of N. E. Volodyanova and E. S. Starchenkova and other methods. Common features of relationships of self-regulation resources and job satisfaction of professionals working under the conditions of increased tension of work caused by different reasons have been revealed. Satisfied professionals working under tense working conditions are more characterized by high expression of career identity and career resilience as components of motivation to career, flexible application of a wide set of self-regulation resources with the prevalence of active, pro-social and indirect behaviors. The results of the research cycle can be used to develop programs to improve the psychological well-being and efficiency of the professionals.

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Kiseleva, Tatyana G., and Aleksandra E. Mataulina. "Peculiarities of communication skills formation in preschoolers with delayed mental development." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-171-179.

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The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.

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Furyaeva, T. V., and E. A. Shutikova. "PECULIARITIES OF FORMATION OF VOCATIONAL AND LABOR IDEAS IN SENIOR PRESCHOOLERS WITH MILD MENTAL RETARDATION." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/62.

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The problem solved in the article is the search for effective conditions that ensure the enrichment of vocational and labor ideas in older preschool children with mild mental retardation. The purpose of the article is to identify, theoretically justify and experimentally test the effectiveness of organizational and pedagogical conditions to enrich vocational and labor ideas in older preschool children with mild mental retardation. The main methodological base is a group of theoretical scientific methods related to the analysis of empirical data. Empirical data are obtained as a result of diagnostic methods, using methods of observation and conversation. The effectiveness of the program to enrich vocational and labor ideas in senior preschoolers with mild mental retardation has been confirmed. The close and significant relationship between the observation by children of specific labor activities of people of working professions with the enrichment of their vocational and labor ideas has been diagnosed. The proposed organization of pedagogical work on the formation of vocational and labor ideas among senior preschoolers with mild mental retardation makes it possible to optimize the process of their formation.

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Mazolevskienė, Aldona, and Ieva Pažusienė. "Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.46.

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Multimodal learning to read and write emphasises the transition from the conception of direct teaching/learning (ability to decode printed text written on the paper) to spontaneous and child-initiated learning in the playful environment, which would originate from the child’s wish to learn, experience and know. Thus, multimodal learning refers to the learning, which employs as many and as diverse ways of education as possible. They aim to promote children’s learning, memorising and comprehension, which most frequently manifest in children’s positive emotions, new experiences, improvement of learning process and its adaptation to creation of child-centred education system and its realisation in practice. The changing attitude towards learning to read and write obviously leads to strengthening of the tradition of multimodal learning in the Lithuanian kindergartens. The working methods and means applied by teachers, which allow creating educational environments taking into consideration individual needs of every child environments, have been undergoing changes. The conducted research revealed that pre-primary education groups provide children with favourable conditions for multimodal learning, which helps them not only to learn to read and write faster but also develop other skills: fine motor skills, thinking, creativity, social skills, etc.

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Sharakhova, Natal’ya. "Influence of psychological and pedagogical education of parents on optimization parent-child relationships." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-32.

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The article deals with the problems of modern families associated with an increase in the number of information technologies, incomplete and conflict-ridden families, high employment of parents, and a low level of their pedagogical competence. All this significantly affects the changing conditions of family education. In this regard, the optimization of child-parent relations will be effective in the development and implementation of the program of psychological and pedagogical education, which includes knowledge of age psychology, algorithms and technologies for working with individual characteristics of children.

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Dahs, Aleksandrs, Atis Berzins, and Juris Krumins. "Challenges of Depopulation in Latvia’s Rural Areas." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.055.

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The administrative territorial reform of 2021 in Latvia has changed the shape and structure of local municipalities. Previous studies have shown that disparities and challenges in terms of demographic development will be even more evident between the newly formed municipalities than they were prior to the reform, creating greater demographic risks for the rural areas. By using the available statistical information and geographically weighted regression models, this study aims to evaluate the demographic challenges in Latvia’s rural areas and to determine main socio economic factors linked to the rural depopulation processes. Key indicators linked to the depopulation process are evaluated and discussed by the authors in the context of gender balance, development centre accessibility and other socio economic factors. Authors conclude that supporting and developing local industries, public services and infrastructure facilitating diverse employment options and equal opportunities for working age females is a paramount condition for slowing or reversing rural depopulation in in the long term. Regional development centres in general and particularly those located in remote areas show little or no immediate effect on the population dynamics. However, these centres offer more diverse employment opportunities and essential social services, making them more attractive to working age females and households with children. Digitalization and focus on location-independent employment and services is another important route to explore in the new rural development setting.

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Colić, Vana. "POZITIVNE I NEGATIVNE STRANE PET METODIČKIH PRISTUPA U RANOM MATEMATIČKOM OBRAZOVANJU." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.302c.

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There is a tendency today, both in the world and in our country,for children education to start early. In this context, mathematics education begins early as well, even before children start school, wherein different approaches are used. This paper presented five methodical approaches in early mathematics education, highlighting the good and bad sides of each one – the method of Maria Montessori, the method of the Russian author Nikolai Zaitsev, the system of de- veloping games designed by the Nikitins, the Waldorf pedagogy and the increas- ingly popular Suan Pan method. Most of these approaches are applied within institutionalized forms of early education, with the exception of the system of developing games that the Nikitins have designed for use in family conditions. Some of the approaches have had a very significant impact on the development of curricula in preschool institutions, such as the views of Maria Montessori and Waldorf pedagogy, while other approaches are less known and represented in practice. It is considered as very important to know different theories and ap- proaches while working with children, so that the practical pedagogical work is scientifically based. Nevertheless, the integration of various approaches into a single concept is not simple, as some of these theories are not only different, but also contradictory. This only confirms the need and necessity for early education, including mathematical education, to be interdisciplinary, taking into account knowledge in various fields of science, as well as interactive, including all partici- pants in the child’s development, children, experts and parents.

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Звіти організацій з теми "Condition of working children"

Zhu, Qiqi, Jie Deng, Chong Xu, Meixi Yao, and Yu Zhu. Effects of physical activity on visuospatial working memory in healthy individuals: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0053.

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Review question / Objective: P: Healthy individuals (including children, adolescents, adults, and seniors); I: Individuals who join various physical activities (including aerobic exercise, HIT, yoga, resistance training, Tai Chi, balance training, skill training, et al); C: Individuals who have no movement, do reading, or do same as normal activities; O: 1-Back Test, 2-Back Test, Trail Making Test-A, Trail Making Test-B, Digit Span Forward, Digit Span Backward; S: Randomized Controlled Trial (RCT). Condition being studied: Healthy individuals without any cognitive disorders.

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Maksud, A. K. M., Khandaker Reaz Hossain, Sayma Sayed, and Amit Arulanantham. Mapping of Children Engaged in the Worst Forms of Child Labour in the Supply Chain of the Leather Industry in Bangladesh. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.005.

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This mapping of children in the worst forms of child labour (WFCL) in the leather sector of Bangladesh was conducted in May–August 2020. WFCL are not always obvious and, without better understanding of where, why and how it is happening, the exploitation and abuse of children in the workforce in Bangladesh will continue. This mapping provides a detailed assessment of where children are working in the leather supply chain in Bangladesh, what they are doing, how they came to be doing it and what their conditions of work and experiences are. Furthermore, and critically, it evidences the children’s perceptions of themselves and others as child labourers – the jobs and areas of the sector that they feel comprise WFCL, and the jobs they feel are the most difficult or dangerous to do and that children should not have to do.

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Gewirtz, Abigail, and Resmaa Menakem. Working with Young Children and Their Families. Iowa City, Iowa: University of Iowa, January 2004. http://dx.doi.org/10.17077/4sdr-c3bl.

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Wong, Ernest Y., Stephen E. Gauther, and Simon R. Goerger. Condition-Based Maintenance (CBM): A Working Partnership between Government, Industry, and Academia. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada449019.

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Arnold, Caroline, Jorge Mejia, Aster Haregot, Ann Leonard, and Cassie Landers. Child care: Meeting the needs of working mothers and their children. Population Council, 1991. http://dx.doi.org/10.31899/pgy4.1031.

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Tabunov, I. A., T. N. Mikhalenko, L. D. Kuznetsova, A. V. Suetova, and M. A. Shilovskiy. METHODOLOGICAL RECOMMENDATIONS FOR WORKING WITH CHILDREN IN A SOCIALLY DANGEROUS SITUATION. Cherepovets State University, December 2022. http://dx.doi.org/10.12731/er0619.03122022.

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Statistics show that in recent years there has been an increase in the number of families falling into a socially dangerous situation. According to statistics provided by the departments for juvenile affairs of the Ministry of Internal Affairs of Russia in Cherepovets, the number of crimes in 2021 decreased by only 2.1% compared to 2020. This was influenced by objective factors, in particular the low standard of living, "chronic" unemployment, alcohol abuse, drug use. Having embarked on such a path, the family degrades socially and morally, condemning children to the same existence. It is not surprising that children leave home, spend most of their time on the street, thereby replenishing antisocial groups. Thus, we can say that the current system of working with children of the SOP is not effective enough, since there is no clear algorithm for working with children in a socially dangerous situation. Therefore, methodological recommendations for working with children were developed by the SOP, which includes a telephone communication script for employees of the youth center, as well as a clear and understandable algorithm for working with children in a socially dangerous situation. These guidelines for working with children of SOP are clear and easy to use, and most importantly, they do not require special psychological knowledge, skills and abilities.

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Mattingly, Beth, Robert Hartley, and Christopher Wimer. Data Snapshot: Working Families With Young Children Are Unlikely to Afford Child Care. University of New Hampshire Libraries, 2017. http://dx.doi.org/10.34051/p/2020.318.

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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.

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Hartley, Robert, Beth Mattingly, and Christopher Wimer. Data Snapshot: Poorer Working Families with Young Children and No Out-of-Pocket Child Care Struggle Financially. University of New Hampshire Libraries, 2017. http://dx.doi.org/10.34051/p/2020.317.

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Sun, Lei, Daniel J. Fox, Lucy Joseph, Matthew A. Fisher, Meembo N. Changula, Robert A. Laroco, and Taylor K. Newton. Vision Anamosa: Working Together for the Future. A Report and Recommendations on the condition and revitalization of Downtown Anamosa, Iowa. University of Iowa, May 2010. http://dx.doi.org/10.17077/kcg5-3yd3.

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