Готові списки джерел за темами / School children

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Добірка наукової літератури з теми "School children"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "School children"

1

Macgregor, D. M., and J. A. Hiscox. "School Referral Survey." Scottish Medical Journal 43, no. 3 (June 1998): 77–79. http://dx.doi.org/10.1177/003693309804300305.

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Many schools refer children who have sustained an injury, directly to the local Accident & Emergency (A&E) department. This prospective study monitored these referrals for one school term (08.01.96 – 31.03.96). During this time 200 children under the age of14 years presented from school to the A&E department of the Royal Aberdeen Childrens Hospital (RACH). The majority presented with trivial or mild injuries and 45% of parents felt that attending A&E was inappropriate. Half the accidents happened to unsupervised children. Rural children and children of working parents were less likely to attend A&E. In Grampian Region school referrals to A&E generate a significant workload for the A&E department with resultant cost implications. It would appear that a large number of these attendances are medically unnecessary and result from a desire by the school to avoid any complaint or litigation.
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2

Lozada, Michelle, Claudia P. Sánchez-Castillo, Georgina A. Cabrera, Irma I. Mata, Edgar Pichardo-Ontiveros, Antonio R. Villa, and W. Philip T. James. "School food in Mexican children." Public Health Nutrition 11, no. 9 (September 2008): 924–33. http://dx.doi.org/10.1017/s1368980007001127.

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AbstractObjectiveTo establish the school eating habits of Mexican children, who are prone to obesity and later to high rates of adult chronic diseases.DesignQuestionnaires for students and parents with staff questionnaires and interviews.SettingRandomly sampled schools in a socio-economically representative district of Mexico City.SubjectsSubjects were 1504 adolescents aged 10–19 years attending schools in Mexico City, 27 teachers and seven headmasters, sampled from both public and private schools and from the full range of socio-economic groups.ResultsFoods brought from home were of a higher nutritional quality than those purchased at school, where purchases were dominated by crisps, soft drinks and other items with high energy density. Girls were more inclined to purchase inappropriately; those from poorer homes purchased less. Private-school students irrespective of socio-economic grade brought more food from home and purchased more expensive food at school. School policies allowed food and drink vendors to market any products within the schools, which benefited financially from these activities.ConclusionsCurrent school food policies are conducive to amplifying the current epidemic of obesity and related adult chronic diseases, and need to change.
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3

Yutkina, O. S. "ADAPTATION REACTIONS OF JUNIOR SCHOOL CHILDREN." Amur Medical Journal, no. 15-16 (2016): 122–24. http://dx.doi.org/10.22448/amj.2016.15-16.122-124.

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4

Sahni, Madhu. "Internet Addiction among Elementary School Children." International Journal of Science and Research (IJSR) 12, no. 5 (May 5, 2023): 674–76. http://dx.doi.org/10.21275/sr23507235016.

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5

Prout, Alan. "‘Off School Sick’: Mothers' Accounts of School Sickness Absence." Sociological Review 36, no. 4 (November 1988): 765–89. http://dx.doi.org/10.1111/j.1467-954x.1988.tb00707.x.

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Interview material, collected as part of a wider ethnographic study of sickness absence in an English primary school, is used to examine how mothers accounted for their decisions to keep children ‘off school sick’. Mothers' accounts suggested a process by which they tested their children's claims on sickness against suspicions of feigning illness. The paper describes, from the mothers' point of view, the process of negotiating sickness with children and how children are categorised as ‘pretending’, ‘upset’ or ‘really ill’. These decisions are set within a wider context comprising: a normative discourse of maternal child health care; contradictory demands placed on mothers by the image of children as simultaneously robust and vulnerable; the surveillance and contradictory demands of schooling; and the use by children of sickness as a means of exercising influence on their social situation. It is suggested that locating child health care in relation to childrens' point in their childhood career (for these children the transition to secondary school) and acknowledging the active role that children play in the construction of illness will facilitate a fuller picture of mothers' unpaid health work within the family.
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6

Kumari, S. Ashwini, Saritha Devi, and K. Mayuri. "Family Factors and Academic Achievement: A Comparative Study of Residential School Children and Rural Government School Children." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (June 24, 2017): 190. http://dx.doi.org/10.21013/jems.v7.n3.p3.

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<div><p>The study compares the effects of family factors contributing to the High Academic Achievement of Private Residential School Children and Rural Government School Children. Children studying in selected private residential schools and rural government schools in IX and X classes with highest ranks (first 3-4 ranks) in the previous year were selected. Total sample comprised 240 children, 120 from each setting, 60 from IX class and 60 from X class. An Interview schedule was developed by the investigator for the children to know their perceptions about family contributing factors. The study concluded that children of Private Residential Schools and Rural Government Schools were average and similar in their perceptions regarding parental contributions for their Academic Achievement. High Parental Aspirations Expectations helped in high achievement in both groups but comparatively high in Private Residential School children. Whereas contribution of Siblings Relationship and Assistance of others was high in Rural Government School children and average in Private Residential School children. Coming to the gender and age variations in family contributing factors, there was significantly high parental contributions for Academic Achievement of boys than girls in private Residential schools and higher age group children of Rural Government schools have significantly more parental contribution for their Academic Achievement than lower age group children. Achievement in English was highly positively correlated with family’s Economic status in Private Residential schools. There was significant positive correlation between achievement in mathematics and parental contribution, achievement in science and Parental Aspirations in Rural Government School children.</p></div>
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7

Waliczek, T. M., J. C. Bradley, and J. M. Zajicek. "The Effect of School Gardens on Children's Interpersonal Relationships and Attitudes Toward School." HortTechnology 11, no. 3 (January 2001): 466–68. http://dx.doi.org/10.21273/horttech.11.3.466.

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Children's gardens are receiving increased attention from communities and schools. Educators recognize that gardens provide beauty, produce and education, and serve as an outlet in which gardeners may gain personal benefits. The objectives of this research study were to evaluate whether children participating in garden activities benefited by an improvement in interpersonal relationships and attitudes toward school. No significant differences were found between pre- and posttests and the control and experimental group comparisons. However, demographic comparisons offered interesting insight into trends in the data. Female students had significantly more positive attitudes towards school at the conclusion of the garden program compared to males. The results also showed that there were differences in interpersonal relationships between children depending on grade level in school. In addition, childrens' attitudes toward school were more positive in schools that offered more intensive individualized gardening.
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8

Tambe, Dr Saleem H., *. Dr Inamdar I. F. * Dr. Inamdar I.F, Dr Milind Kamble, Dr Aswar N. R. Dr. Aswar N.R, and Dr Doibale M. K. Dr. Doibale M.K. "Study of School Environmental Conditions & Morbidity Pattern Among School Children." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 1–3. http://dx.doi.org/10.15373/22778179/march2014/141.

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9

Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, and ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN." Kabarak Journal of Research & Innovation 5, no. 1 (October 22, 2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.

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The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the children’s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate others’ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachers’ experience on the strategies they use to scaffold SEC in children. Teachers’ experience was categorized into: novice; fairly experienced and experienced while socio-emotional competence was examined in four areas including self-awareness, relationship management, social awareness and self-management. Using a mixed method research design 98 private and public pre-schools were sampled; 301 pre-school teachers purposively selected; 6 pre-school teachers interviewed and 2 pre-school classrooms observed. Data was collected using questionnaires, observation checklist and interview schedules. Results revealed a significant effect of pre-school teachers experience on strategies used to scaffold SEC in children at a p value = 0.003; with teachers’ strategies to scaffold SEC among children improving with experience. The identified strategies for experienced teachers were that they showed concern for one another as well as taking keen interest in the children’s individual differences. The study concluded that pre-school teachers’ experience influence scaffolding strategies to children’s SEC. The study recommends that efforts be made to control high turnover of pre-school teachers. Professional development and continuing education that focuses on non-cognitive skills in children should be encouraged among all pre-school teachers.
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10

Erika, Kadek Ayu, Syahrul Syahrul, Ilkafah Ilkafah, and Arnis Puspitha. "Physical Activity Among Obese And Non-Obese School-Aged Children in An Elementary School in Makassar." Journal of Health Science and Prevention 3, no. 3S (December 5, 2019): 39–45. http://dx.doi.org/10.29080/jhsp.v3i3s.283.

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The Prevalence of obesity among children in the urban areas is increasing due to less physical activity, high consumption of fast-food, and more time spent on using the gadget. This study aimed to identify physical activity among obese and non-obese children. This descriptive study involved 322 obese and non-obese students from 4th to 6th grade in an elementary school in Makassar. Physical Activity Questionnaire for Older Children (PAQ-C) was used to measure children’s physical activity, while the anthropometrical parameter was measured using a standardized instrument. Children’s body mass index for age z-score (BAZ) was used to classify their nutritional status based on the criteria of Growth Reference for Children from 5 to 19 years old from World Health Organization. Cross-tabulation was used in analyzing the data. Obese and non-obese children in this study were found 53 (16,0%) and 279 (84,0%), respectively. A hundred percent of obese children have low physical activity, while non-obese children have better physical activity. In conclusion, elementary school students in this study have low physical activity, particularly among obese children. Children are rarely spent on their time to do physical activity. There is a need to promote appropriate physical activity among children to prevent and treat obesity among children. Health professionals could provide health education and counseling to children, family and/or schools to manage physical activity among children.
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Дисертації з теми "School children"

1

Mallett, S. "School stress in children." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13270/.

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Анотація:
Most of us can empathise with feeling stressed. Each of us has our own unique interpretation of what stress is and our own understanding of what stress feels like. We each feel stress from a variety of sources and for a variety of reasons. We all have different coping strategies, which may or may not be effective. It is likely we learned our coping strategies in childhood; children who cope successfully with stress are likely to become adults who cope with stress successfully. Stress is not necessarily a 'bad thing': it can have many positive benefits. But too much stress, or coping ineffectively with repeated stress over long periods of time can have harmful effects on physical and psychological well being. This research investigates stress in school children, focusing specifically on school stress and everyday stressors inherent in schooling. It lets the pupils taking part in the research define their own stress and set the agenda for the research. How the pupils define their stress, their assessment of what is stressful for them in their life at school and how it makes them feel are all accepted unconditionally, and I have endeavoured to be non-judgemental in processing the information about stress disclosed to me by these pupils. The research was conducted over a two year period (1993-1994), at the eleven to sixteen comprehensive school where the author is employed. The data were collected by means of questionnaire, semi-structured interview and pupils' own personal writing and 'stress diaries'. After piloting, the first questionnaire was issued in January 1993 to one hundred and eighty volunteers in every form and every year group in the school (six questionnaires to each of the thirty tutor groups in the school). Of these questionnaires, 167 were returned (92.8%). The questionnaire asked respondents who would be prepared to be interviewed at a later stage, to identify themselves. Forty-five pupils volunteered. From these volunteers I selected pupils who had indicated that they had experienced feeling stress at school at some time on their questionnaire. I tried to keep a balance between males and females wherever possible, and to choose volunteers from across the age range. There were ten male and eleven female interviewees in the final selection one male and one female from year seven; one male and two females from year eight; two males and two females from year nine; and three males and three females from years ten and eleven respectively. The process was repeated again in 1994. Of the one hundred and eighty questionnaires issued in 1994, one hundred and forty three were returned (79%). Possible explanations for the difference in the number of questionnaires returned are discussed in Chapter 6. The same volunteers were interviewed in 1994 as in 1993, with the addition of two new volunteers, one male and one female, from year seven. The questionnaires and interviews were issued and conducted during the same time periods in both years. This was deliberately done to maintain consistency, to confirm the data collected in 1993 and to highlight any periods during the school year when pupils reported feeling more stress than at other times. This was successful as much of the data collected in 1994 does confirm the findings of 1993, and helps to build up a remarkably consistent picture of how pupils perceive stress at school. Originally, the author had planned to repeat the research method for a third year, but it was felt unnecessary to do this due to the corroborative nature of the data already collected. I have presented the results of each year separately rather than amalgamated the two sets of data, not only to emphasise this correlation but also because I wished to present as detailed a picture as possible of the stressful aspects of school life as perceived by the pupils, and although much of it is similar, none of it is the same. Each pupil has offered their own unique interpretation of the stressful school experiences he/she has encountered, and I felt it was important to include them all as equally important and valid in order to preserve the aims and integrity of the research. It would be impossible to amalgamate the data without trivialising the disparity of the experiences being disclosed to me. The main findings of this research suggest that there is a diverse, but ultimately exhaustive, range of school experiences pupils describe as being stressful for them. Most of these experiences can be categorised into domains relating to stressors which are curriculum generated; stressors which are the result of conflict in relationships with peers, teachers and/or family members; everyday life stressors not necessarily associated directly with school and a range of individually unique ‘one off’ stressors ...
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2

Fausett, Yvonne Marie. "Elementary school children's stigmatization of children with mental illness /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115627.

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3

Perry, Stephen D. "COMPARISON OF NUTRITIONAL INTAKE OF HOME SCHOOL CHILDREN AND PUBLIC SCHOOL CHILDREN: A COMPARISON STUDY." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/876.

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Анотація:
Thesis (M.S.)--University of Kentucky, 2008.
Title from document title page (viewed on November 3, 2008). Document formatted into pages; contains: vi, 33 p. Includes abstract and vita. Includes bibliographical references (p. 28-32).
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4

Celeste, Yee Soo Chuen. "Perspectives of looked after children on school experience : a study conducted among primary school children in a children's home in Singapore." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/3170/.

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The study was conducted on the ground that the education of looked after children (specifically children in a Children's Home) is significant for their development, future success and social integration. While low attainment has been reported from research done in UK, the issue is largely neglected by researchers in Singapore. The aim of thisstudy is to provide a description of looked after children's perspectives on their experiences in the mainstream schools in Singapore. The study was a case study conducted in a residential home with about 40 Primary School children. The research comprises four phases of data collection. It began with a preliminary finding that looked into the demography of the children in the Home, especially their educational attainment. Next, structured interviews that explore children's perspectives concerning school, teachers, classmates, lesson time, homework, and aspiration were conducted with 21 informants. Documents that provide information about the Home's operation were also collected and examined for the understanding of the Home's environment and support for children's education. Finally, conclusions drawn from these data were used to formulate a questionnaire that involved all Primary School children in the Home. Results from the preliminary study had confirmed that the academic achievements ofchildren in the Home were skewed towards the lower end. While the Home had incorporated a number of measures to ensure its charges were adequately supported to meet school demands, school progress was not its main thrust and a personalized educational plan to address individual needs was not practiced. Eight issues arose from the findings of the interviews and questionnaire survey. Concerning school, their general feelings, dissatisfactions, teachers' roles, relations with classmates, school transfer and aspirations were discussed. Although the Home was not the focus of the study, children's perspectives concerning the people and its environment on educational support gave the background to their experiences in school. Ultimately, there remains a need for school and the Home to improve their facilitations to encourage school progress among looked after children. The findings suggest that information plays an important role in teachers' effectiveness and it could be acquired through training and the stipulation of regular review meetings with the Home staff. Besides collaborating with the teaching staff, the Home could consider looking into a personalized educational plan, revamp its educational support programme and physical environment, and allow children's participation in certain decision making.
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5

Coleman, Myralynn. "Possessions of school-aged children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/656.

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6

Shier, Harry McCall. "Children's rights in school : the perception of children in Nicaragua." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709819.

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For the many thousands of children in poor countries who drop out of school and so lose out on the life-chances that education might offer them, the notion of a ‘right to education’ has little meaning. Poverty and child labour are contributing factors, but for many children lack of respect for their rights in education is also a major problem. While current ‘whole-school approaches’ to children’s rights seem promising, failure to address underlying problems reduces their effectiveness. This thesis explores how children and adolescents in Nicaragua’s coffee sector perceive their human rights in school, providing insights that can contribute to the development of effective human-rights- based approaches to schooling, particularly in poor countries where the right to go to school must itself be claimed and defended. To understand how children themselves perceive their rights in school and the issues that concern them, the adult researcher worked in partnership with a team of child researchers in Nicaragua. The use of a distinctive methodology known as ‘Transformative Research by Children and Adolescents’ generated additional knowledge regarding the development of productive and ethical partnerships between child and adult researchers. The child researchers were facilitated in developing and carrying out a research project using qualitative interviews to address the above issues, including producing and publishing their own report; while the adult researcher gathered background information from parents, teachers and other adult informants. With the young researchers’ approval, their original data was subjected to a more thorough thematic analysis, which was compared with their own analysis. Four main themes emerged: (1) Developing positive human relations is fundamental for a rights-respecting school; (2) Students see some forms of behaviour management as rights violations, for example depriving them of playtime as punishment; (3) Lack of attention to the complex relationship(s) between rights and responsibilities has led to confusion and misunderstandings; (4) The child’s right to be heard was not an important issue for the children in this research, which raises questions for adult researchers interested in this topic. The main implications of the study are: highlighting the need for a rights-based approach to human relations in schools, particularly for dealing with behaviour issues; identifying the need for a more coherent and consensual pedagogy around children’s rights and responsibilities; and helping adult and child researchers develop more effective and productive partnerships.
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7

Hamilton, Pamela C. "Nutrient content of school lunches and packed lunches as consumed by elementary school students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1864.

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Анотація:
Thesis (M.S.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 59-62).
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8

Himler, Heidi L. "Exploring teachers' perceptions implementation of a school wellness policy /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460761.

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Nelson, Angela. "School professionals' role in diagnosing children." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005nelsona.pdf.

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10

Leung, Hoi-san. "A boarding school mentally retarded children /." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982074.

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Книги з теми "School children"

1

Pramanik, Rashmi. Overburdened school-going children. New Delhi: Concept Pub. Co., 2007.

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2

1946-, Steiner Hans, and Yalom Irvin D. 1931-, eds. Treating school-age children. San Francisco: Jossey-Bass, 1997.

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3

Centre for Educational Research and Innovation., ed. Immigrants' children at school. Paris: Organisation for Economic Co-operation and Development, 1987.

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4

M, Bailey Cindee, and Oregon State University. Extension Service., eds. Preparing children for school. Corvallis, Or: Extension Service, Oregon State University, 1989.

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5

National Association for Pastoral Care in Education. Refugee children in school. Coventry: NAPCE, 1995.

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6

Great Britain. Department for International Development., ed. Children out of school. London: Department for International Development, 2001.

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7

Manchester. Education Committee. Teacher's Centre. Books, children and school. [Manchester: Teachers' Centre, 1985.

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8

Manchester. Education Committee. Teacher's Centre. Books, children and school. [Manchester: Teacher's Centre], 1986.

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9

Virginia, Richardson. School children at-risk. London: Falmer Press, 1989.

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10

Baxter, Thomas J. School nutrition and children. New York: Nova Science Publishers, 2009.

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Частини книг з теми "School children"

1

Parr, Joy. "Household and School." In Labouring Children, 99–122. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003334057-6.

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Elliott, Julian, and Maurice Place. "School refusal." In Children in Difficulty, 44–65. 4th ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-3.

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Solages, Martine. "School-Aged Children." In Encyclopedia of Autism Spectrum Disorders, 2667–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1594.

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McNamee, Sally. "Children in School." In The Social Study of Childhood, 106–22. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-349-93588-8_8.

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Solages, Martine. "School-Aged Children." In Encyclopedia of Autism Spectrum Disorders, 4069–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1594.

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Smith, Sue Erica. "Children Meditating." In Buddhist Voices in School, 99–116. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_10.

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Segal, Mordechai. "School Age." In Children and Families in Israel, 271–83. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003413981-13.

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Wills, Rod. "Thinking about Our Children." In Tales from School, 65–67. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_6.

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Mayall, Berry. "Children’s Health at School." In Children in Society, 195–201. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-24714-8_21.

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Sanguras, Laila Y. "School and You." In Raising Children With Grit, 97–106. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237488-8.

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Тези доповідей конференцій з теми "School children"

1

Živanović, Predrag, Branko Milovanović, Stanko Bajčetić, Slaven Tica, Strahinja Pantelić, and Andrea Nadj. "SUSTAINABLE MOBILITY EDUCATION FOR SCHOOL CHILDREN." In Conference Road Safety in Local Community. Road Safety in Local Community, 2024. http://dx.doi.org/10.46793/rsaflc24.224z.

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Sustainable mobility implies the use of modes of transport that have less negative impact on the environment, but at the same time encourage a healthier way of life, reduce traffic accidents and facilitate access to transport for all levels of society. Educating school children about sustainable mobility is a necessary step in preparing new generations for a responsible attitude towards mobility and the environment. This work aims to analysed the effectiveness of two selected methods of educating school children about sustainable mobility. The "Traffic Snake game " aims to educate children, as well as their parents and teachers, and change their behaviours in terms of choosing sustainable ways of moving, while the main goal of the "Sugioka" game is to educate school children about sustainable mobility and the benefits of public transport. Research conducted in several Belgrade elementary schools in 2017 and 2023 showed that there is a significant potential for educational activities to change mobility patterns in favor of sustainable modes of travel.
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Salvador, Cristina, and Tuong Quyen Vu. "Ergonomics in Classroom Furniture for Primary School Children in Vietnam." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003404.

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This paper reports a study in the context of a product design research about classroom furniture in Vietnam and is based on the review of literature. The objective of the research project is to help improve Vietnamese children's well-being, developing a proposal of classroom furniture more adapted to primary school children, using local materials and production processes, reducing carbon footprint and contributing to sustainability. In this Southeast Asian country, children spend a long time at school, daily, performing a lot of different activities and are still experiencing non-suitable classroom furniture, leading to wrong posture, posing safety risks and possibly harming their present and future health. Sustainability also seems to be overlooked, as the application of materials with less environmental impact is not a priority. The study helped on the contextualization and definition of the problem, providing information about the status quo in Vietnamese primary schools' furniture and pointed directions on this research project, towards more sustainable choices on materials, such as bamboo and its production processes. Adaptation to the Child is an aim in both health and environmental levels. Children's well-being at school depends on the interaction and comfort with their surroundings, including adapted and sustainable classroom furniture, which can support a healthier learning experience.
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Shevchenko, O. A., and O. S. Krasnikova. "MONITORING OF PHYSICAL FITNESS OF PRIMARY SCHOOL CHILDREN." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/70.

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The article describes the stages of monitoring the educational process of primary school children in the subject "Physical culture". The results of monitoring studies of children's physical fitness are presented. The results indicate gender-specific physical development of children of this age, and the assessment of their dynamics allows us to make certain adjustments purposefully.
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Serenkova, E. L., and V. D. Svirid. "COMPARATIVE CHARACTERISTICS OF THE PSYCHOLOGICAL STATE OF SCHOOLCHILDREN STUDYING AT BOARDING SCHOOLS AND GYMNASIUMS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-328-331.

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The level and nature of school-related anxiety in primary and secondary school-age children were analyzed. On the basis of boarding schools,the data that the level of anxiety in children of primary school age is within the normal range were obtained, and in subjects of secondary school age this indicator is slightly increased. In children studying in the gymnasium, the level of anxiety is within the normal range. Statistically significant differences in the level of school anxiety among children studying in boarding schools and high school students were revealed.
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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, Md Arifuzzaman Khan, Laila Nur, Munmun Hossain, and Rafia Hossain. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health
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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Yiannoutsou, Nikoleta, Asimina Vasalou, Seray Ibrahim, Laura Benton, Caroline Pulfrey, and Mutlu Cukurova. "Embedding digital technologies in the school practice: Schools as agents of technology integration." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3536383.

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Antónia Gonçalvesa, Maria, and Pedro Arezesb. "Analysis of the Mismatch Between School Furniture and Children." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100792.

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The characteristics of school furniture are strongly associated with back and neck pain, referred by school-aged children. In Portugal, about 60% of the adolescents involved in a recent study reported having felt back pain at least once in the last three months. The aim of this study was to compare furniture sizes of the 2 types indicated for primary schools, within 9 schools, with the anthropometric characteristics of Portuguese students, in order to evaluate the mismatch between them. The sample consisted of 432 volunteer students. Regarding the methodology, 5 anthropometric measures were gathered, as well as 5 dimensions from the school furniture. For the evaluation of classroom furniture, a (mis)match criterion equation was defined. Results indicated that there is a significant mismatch between furniture dimensions and the anthropometric characteristics of the students.
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Vyachina, A. N. "Ensuring safe work of children in the Internet at school and at home." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0036.

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The article discusses some ways to ensure the safety of children in the Internet through using the special programs and applications. Concrete examples of programs and applications designed to create a safe children's Internet environment are given.
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Звіти організацій з теми "School children"

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Gender, Margaret. Children's drama available for the elementary school children of Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.483.

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Warwocki, Pawel. School: a second home for the children. Open Development & Education, June 2023. http://dx.doi.org/10.53832/opendeved.1037.

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Agostinelli, Francesco, Morteza Saharkhiz, and Matthew Wiswall. Home and School in the Development of Children. Cambridge, MA: National Bureau of Economic Research, July 2019. http://dx.doi.org/10.3386/w26037.

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Petersen, Isaac T. Assessing Externalizing Behaviors in School-Aged Children: Implications for School and Community Providers. Iowa City, Iowa, USA: University of Iowa, Scanlan Center for School Mental Health, January 2024. http://dx.doi.org/10.17077/rep.006639.

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Seybold, Patricia. Innovation in Education: School Children Improve their Families’ Livelihoods. Boston, MA: Patricia Seybold Group, November 2009. http://dx.doi.org/10.1571/bp11-25-09cc.

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Oyekan, Khalimath, Ayodotun Ayorinde, and Oreoluwa Adenuga. The Problem of Out-of-School Children in Nigeria. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/058.

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In 2015, all United Nations Member States adopted the 2030 Agenda for Sustainable Development which outlines a blueprint to address global challenges across a broad range of themes including poverty, health, education, inequality, climate change, environmental degradation, peace and justice. The Goal 4 of the 2030 Agenda for Sustainable Development, otherwise referred to as the United Nations Sustainable Development Goal 4, seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Unfortunately, an approximated 263 million children remain out of school around the world. This number includes children who never started formal schooling and children who started school but later dropped out (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2016). Reducing the number of out-of-school children (OOSC) is a key priority for countries across Sub-Saharan Africa, including Nigeria. This is because more than half of children globally that have not enrolled in school live in Sub-Saharan Africa, and more than 85 percent of children in Sub-Saharan Africa are not learning the minimum (UNESCO Institute of Statistics, 2018). Moreover, education is a fundamental human right, a critical driver for economic advancement and a powerful tool for poverty reduction. Hence, no child of school age should be denied access to quality and equitable education, and an opportunity to acquire skills that guarantee future employability and long-term earning. In the Nigerian context, OOSC are prevalent in both rural and urban settings, but rural areas, and isolated or deprived areas in general, consistently show higher numbers of out-of-school children (World Bank, 2019). These children are spread across the country in varying proportions. This situation is of concern to the Federal Government of Nigeria as noted in the Nigeria Education Ministerial Plan (2018-2022) which outlines several strategies targeted at bringing children back to school. In spite of these strategies, the number of OOSC remains significantly high. This insight note aims to provide an overview of the most recent data on out-of-school children in Nigeria, including breakdowns by socioeconomic and other demographic indicators. This will be followed by suggestions of possible interventions, prime of which is the Accelerated Education Programme (AEP), and other interventions which could serve to strengthen the existing laid out strategies by the government in addressing the OOSC problem in Nigeria.
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Thinley, Sangay, and Yang Rui. EdTech to support Out-of-School Children and Adolescents. EdTech Hub, July 2023. http://dx.doi.org/10.53832/edtechhub.0163.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Malamud, Ofer, Santiago Cueto, Julian P. Cristia, and Diether Beuermann. Research Insights: Do Children Benefit from Internet Access? Inter-American Development Bank, June 2024. http://dx.doi.org/10.18235/0012991.

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In Latin America and the Caribbean, there exists an important digital divide which can have important implications for children's educational development. In particular, many children in the region lack access to the internet at home, which could potentially impact their academic and cognitive growth. The potential implications of lack of digital resources on childrens development took center stage during the school closures induced by the Covid-19 pandemic.
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Caffery, Susan, and Mary Alice McCubbins. The Effects of Self-Esteem Enhancement on School Aged Children. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada364170.

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