Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: School children.
Статті в журналах з теми "School children"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "School children".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерела
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.
Повний текст джерела
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
<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>
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерела
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
11
Nurhayati, Sri, Nur Asiyah Qudsi, Nandang Rukanda, and Anggi Fitri. "Parents-School Strategic Collaborations in Early Childhood School From-Home Learning During the Pandemic." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (March 15, 2023): 964–71. http://dx.doi.org/10.35445/alishlah.v15i1.2605.
Повний текст джерелаАнотація:
This study examines parents-school strategic collaboration in early childhood school-from-home learning in Sukasari District, Bandung City, during the COVID-19 pandemic. The participants in this study were ten parents of kindergarten students, one ECCE headmaster, and 3 teachers. In this study, descriptive qualitative methodology was employed. Interviews, observations, and documentation studies were data collection methods. According to the study's findings, parents-school strategic collaborations include 1) school held school-sponsored parenting programs to improve parents capacity in fulfilling their responsibilities as learning motivators for children, 2) teachers supporting parents to play and keep intensive contact with the children to make sure parents can assist childrens’ learning effectively, 3)teachers maintained good communication channels to discuss parents challenges and difficulties in assisting childrens’ learning. It can be concluded that the strategic collaborations between parents and schools in Sukasari District run smoothly and can contribute effectively to children’s learning. This research recommends a sustainable parenting program to help parents improve their parenting capacity to assist childrens’ learning at home.
12
Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (November 9, 2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings – In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value – The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.
13
Morkveniene, Judita. "Rights of pre-school children in Lithuania." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 08–13. http://dx.doi.org/10.18844/prosoc.v4i1.2045.
Повний текст джерела
14
Dr.B. Loganayaki, Dr B. Loganayaki, and Ranjitha, B. Ranjitha, B. "Creating Environmental Awareness For Tribal School Children." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 174–76. http://dx.doi.org/10.15373/22778179/feb2014/56.
Повний текст джерела
15
Sultansaidova, Mushtari. "SOME ASPECTS OF PREPARING CHILDREN FOR SCHOOL." International Journal of Pedagogics 03, no. 02 (February 1, 2023): 51–55. http://dx.doi.org/10.37547/ijp/volume03issue02-11.
Повний текст джерелаАнотація:
"Educational program in kindergarten" was created in order to carry out the educational work carried out in the pre-school educational institution at the level of current requirements. The Ministry of Public Education of Uzbekistan redeveloped this program taking into account the specific aspects of our republic: climate, economic, cultural, and national conditions. The program includes the scope of knowledge and skills that children from birth to seven years of age should acquire. It implies the comprehensive development of children of preschool age, taking into account their psychological-physiological and unique characteristics.
16
Vacheva, Snezhana. "PHYSICAL READINESS OF CHILDREN FOR SCHOOL ACTIVITIES." Journal scientific and applied research 5, no. 1 (May 5, 2014): 113–16. http://dx.doi.org/10.46687/jsar.v5i1.117.
Повний текст джерелаАнотація:
The paper dwells on the model of children’s physical readiness for school activities. It further comments on the following criteria: good health condition of the child, child’s fitness, level of endurance and industriousness of the child’s body, high level of resistance against diseases, harmonic physical and nerve-psychic development, high level of motor development, cultural-hygienic habits and manners in maintaining the principles of personal hygiene, motor skills; physical skills with children, interest and desire for participating in physical activities.
17
Trivedi Manisha Rathi, Deepshikha. "Prevalence of Back Pain in School Children." International Journal of Science and Research (IJSR) 12, no. 7 (July 5, 2023): 976–80. http://dx.doi.org/10.21275/sr23706115421.
Повний текст джерела
18
Gage, Ryan, William Leung, James Stanley, Anthony Reeder, Christina Mackay, Moira Smith, Michelle Barr, Tim Chambers, and Louise Signal. "Sun Protection Among New Zealand Primary School Children." Health Education & Behavior 45, no. 5 (December 3, 2017): 800–807. http://dx.doi.org/10.1177/1090198117741943.
Повний текст джерелаАнотація:
Schools are an important setting for raising skin cancer prevention awareness and encouraging sun protection. We assessed the clothes worn and shade used by 1,278 children in eight schools in the Wellington region of New Zealand. These children were photographed for the Kids’Cam project between September 2014 and March 2015 during school lunch breaks. Children’s mean clothing coverage (expressed as a percentage of body area covered) was calculated. Data on school sun-safety policies were obtained via telephone. Mean total body clothing coverage was 70.3% (95% confidence interval = 66.3%, 73.8%). Body regions with the lowest mean coverage were the head (15.4% coverage), neck (36.1% coverage), lower arms (46.1% coverage), hands (5.3% coverage), and calves (30.1% coverage). Children from schools with hats as part of the school uniform were significantly more likely to wear a hat (52.2%) than children from schools without a school hat (2.7%). Most children (78.4%) were not under the cover of shade. Our findings suggest that New Zealand children are not sufficiently protected from the sun at school. Schools should consider comprehensive approaches to improve sun protection, such as the provision of school hats, sun-protective uniforms, and the construction of effective shade.
19
Altaf, Faiza, Somiya Sabeeh Awan, Uzma Naaz, Saba Riaz, Rahat Ayub, and Tamkana Ilyas. "Childhood Obesity in Public and Private Middle School Students." Pakistan Journal of Medical and Health Sciences 15, no. 11 (November 30, 2021): 3392–94. http://dx.doi.org/10.53350/pjmhs2115113392.
Повний текст джерелаАнотація:
Background: Obesity is defined as the syndrome in which excessive fat deposits in the adipose tissues, which affects the normal functioning of the body. Childhood obesity is the great challenge these days. In Pakistan recent study on children 10-15 years of age shows high prevalence of childhood obesity. The present study will help to inform the community regarding the frequency and percentage of overweight and obese children in middle standard schools. Objective: Objective so this study were to identify the recent estimate of frequency of obesity in middle school students in year 2017 and then to compare the frequency of obesity in public and private sector schools. Material and methods: This Descriptive cross sectional study was conducted in 2 private schools of Sahiwal and 2 government schools of Lahore, Punjab, Pakistan. About 324 children (81 from each school) were recruited randomly and interviewed about their physical activities. Height and weight were measured and BMI was calculated. Children were distributed in different BMI group and obesity as assessed. Results: The mean age of children in government school was 13.01 ± 1.09 years while in private school was 12.75 ± 1.08. 50% were females from government school and 50% from private school. 50% were male students from government school and 50% from private schools. The mean BMI of participants was 18.48 ± 3.36 kg/m2 in government school while 20.14 ± 3.66 kg/m2 in private school. When frequency of government and private school was compared results shows that out of 162 students from each school, 13 (8%) in government schools and 24 (14.8%) in private schools are overweight, while 8 (4.9%) in government schools and 17 (10.5%) in private schools are obese. Conclusion: High frequency of obesity and over weight in children of middle schools was noted. This frequency is greater in students of private schools both males and females as compared to students of government schools both males and females. Keywords: Obesity, school going Children, private school, government school, body mass index, height, weight
20
Pawlowski, Charlotte Skau, Jasper Schipperijn, Scott Duncan, and Jens Troelsen. "Promotion of physical activity among children." Forum for Idræt 31 (December 1, 2015): 09–21. http://dx.doi.org/10.7146/ffi.v31i0.109037.
Повний текст джерелаАнотація:
New Zealand children are much more physically active during the school day than Danish children. As school recess is a large contributor to children’s overall level of physical activity, the aim of this study was to identify possible physical activity-promoting recess practices at New Zealand schools transferrable to Danish schools. The study was conducted as an ethnographic field study using participant observations and informal field talks with children and school workers at five New Zealand schools. On the basis of our findings we suggest Danish schools should further support physical activity initiatives by implementing physical activity-promoting recess initiatives.
21
Akram, Sumera, Muhammad Ahmed Khan, Abdul Rehman, Kamran Zamurrad Malik, Jehangir Ahmed Afridi, and Sumera Akram. "Comparison of prevalence of various ENT diseases and hearing impairment among children of government schools versus private schools of Mardan." Journal of Fatima Jinnah Medical University - 14, no. 4 (February 24, 2021): 170–75. http://dx.doi.org/10.37018/pjdw8445.
Повний текст джерелаАнотація:
Background: School children are frequently afflicted with ENT diseases. The diseases and their associated complications, especially hearing impairment, can be devastating to the children and families alike. Socioeconomic status of children can have strong effect on frequency of various ENT diseases. The objective of this study is to compare the frequency of various ENT diseases among children studying in government schools versus those in private schools of district Mardan.
Subjects and methods: A cross-sectional descriptive study was carried out at Mardan from July to December 2019. The researchers visited four schools (two government and two private schools) in Mardan district. Relevant history was obtained and physical examination was done to find out the frequency of various ENT diseases. The data variables (age, gender, ENT diseases, hearing impairment) were noted in research Performa and data was entered and analysed in SPSS 21 software. Frequencies were determine for age, gender and ENT diseases. Independent t-test was used to analyze quantitative variables, while Chi-square was used to analyze qualitative variables. A p-value less than 0.05 was taken as significant.
Results: Total 2986 children were examined in 4 schools. The mean age of the children was 11 years. There were 56% boys and 44% girls. Total 2106 children were examined in two government schools and 880 children were examined in two private schools. The frequency of impacted cerumen was 18.4% (21.2% of government school children versus 11.4% of private school children; p<0.05). Frequency of allergic rhinitis was 9.7% (9.5% of government school children versus 10.1% of private school children; p=0.635). The frequency of chronic suppurative otitis media (CSOM) in government school children was 4.9% versus 2.5% among those in private schools (p<0.05). In this study cumulative prevalence of hearing impairment was 26.8%, where prevalence in government school children was 30.9% versus 17.2% in private schools (p-value<0.001). The causes of hearing impairment were impacted ear cerumen (68.3%), CSOM (15.7%), otitis externa (6.2%), OME (4.1%), otitis media (2.8%), congenital ear deformities (1.6%) and foreign bodies in ear (1.2%). The main causes of hearing impairment in majority of children were impacted cerumen and CSOM in 84% children.
Conclusion: Various ENT diseases like impacted cerumen, rhinosinusitis, allergic rhinitis, pharyngitis, tonsillitis and CSOM are common in school going children. Impacted cerumen and CSOM are significantly more prevalent in government school children as compared to private schools which are primary cause of hearing impairment in children leading to significantly high prevalence of hearing impairment in government school children
22
Kezelee, Washington, Dawolo G. Milton, Doris S. Wakia, Theophilus T. Fayiah, and Moses C. D. Shilue. "Breakfast intake and Associated Factors among Primary School Students in Selected Private and Public Schools, Kakata City, Margibi County- Liberia." American Journal of Medical Science and Innovation 2, no. 2 (October 12, 2023): 136–40. http://dx.doi.org/10.54536/ajmsi.v2i2.1546.
Повний текст джерелаАнотація:
Breakfast consumption has been shown to positively affect children’s cognitive performance. The objective of this study was to compare the breakfast intake of primary school students attending private and public schools. This was a cross-sectional study conducted in Kakata City, Margibi County among 129 private and public school students in the 4th, 5th, and 6th grades. Private and public-school students were compared based on their religious practices, age range, educational and employment status of parents, and gender using the Chi-square test. The study found that 42% of private-school children and 35 percent of public school children ate breakfast prepared at home by parents. Private school children ate their breakfast most often at home, regardless of whether it was prepared at home or elsewhere (92% vs. 89%). On average, private school children added fruits (36% vs. 18%) and vegetables (35% vs. 14%) to their breakfast more than their public-school counterparts. Sugar was regularly added to 58% of private school children and 44% of public school children’s breakfasts. Private school children consumed milk during breakfast more than public school children (50% vs. 40%). Furthermore, private school children ate less oil during breakfast compared with public school children (64% vs. 83%). Finally, private school children consumed breakfast more regularly than public school children (49% vs. 38%). In conclusion, Private school children appeared to consume more diverse food during breakfast than their public-school counterparts. Nutrition promotion intervention should be aimed at extending free school feeding programs to all public and private primary schools.
23
Bustos, Ruth Claire, and Emily B. Tan. "REVISITING SCHOOL CULTURE." International Journal for Innovation Education and Research 9, no. 6 (June 1, 2021): 120–30. http://dx.doi.org/10.31686/ijier.vol9.iss6.3153.
Повний текст джерелаАнотація:
Since the abrupt change in learning mode last March 2020, schools’ administrators have been looking for ways to somehow alleviate the stress and anxiety the children have to face using the online study mode. One of the things the school management tries to address is the development of Social-Emotional Skills in children amidst the COVID-19 pandemic. This paper seeks to analyze and bridge the gap on the roles of the schools in nurturing the Socio-Emotional Development of Children during the outbreak of the disease. Using Literature Review Method, this study is going to highlight key roles of the school leaders and educators in their tasks to help children strengthen their coping mechanism. It shall also discuss the importance of nourishing the socio-emotional skills of the children now that schools are adopting the Distance Learning. Moreover, it will present possible strategies to foster a school culture geared toward the safety and improvement of the child’s socio-emotional skills.
24
Widagdo, The Maria Meiwati, and Maria Fransiska Pudjohartono. "CHOOSING INCLUSIVE OR SPECIAL SCHOOLS FOR CHILDREN WITH DISABILITY IN INDONESIA: EDUCATIONAL PLACEMENT AND ANALYSIS OF RELATED FACTORS." IJIET (International Journal of Indonesian Education and Teaching) 7, no. 2 (June 30, 2023): 195–203. http://dx.doi.org/10.24071/ijiet.v7i2.6445.
Повний текст джерелаАнотація:
Access to education remains a challenge for children with disability. In Indonesia, families can choose to send children with disability to either inclusive or specialized schools. This study aimed to identify the factors associated with the choice of sending children with disability to inclusive or special schools and factors linked to school dropout. Caregivers of children with disability in Java, Indonesia were interviewed to collect data on enrolment in school, sex and age of the children with disability, type of disability, parents’ age and education, and independence of children with disability. The characteristics of children with disability studying in inclusive and special schools were compared. Logistic multivariate linear regression was done to analyze factors related to the choice of school. Data from 281 children with disability were analyzed: 175 (62.3%) of the school-aged children with disability were actively studying at school, with 84.57% studying in inclusive schools and 15.43% in special schools. Children’s age, independence in daily activities, and ability to learn and play are factors that affect parents’ choice of educational placement for children with disability. Children’s age and mothers’ age are variables influencing children with disability to drop out.
25
Zhu, Yanran. "Facultys Awareness to the Situation of Students with Mild Hearing Loss in a Single School in a Large City in China." Lecture Notes in Education Psychology and Public Media 18, no. 1 (October 26, 2023): 125–31. http://dx.doi.org/10.54254/2753-7048/18/20231304.
Повний текст джерелаАнотація:
Plenty of research has shown that noisy environment has significant impact on childrens speech recognition, especially on children with different degrees of hearing impairment. Modifications on the construction of classroom and improvement in study environment help assist children with MHL to perceive more information in class. Several research studies assessing environment of classrooms in normal schools which are for normal children and children with hearing loss in China have found that traffic noise, speech shape masking, babble noise and other typical noises around school sites impose negative impact on Chinese speech intelligibility of children in elementary school. By analyzing the result of a designed questionnaire, this research focused on the facultys awareness to the situation of students with mild hearing loss in a single school in Wuhan, a large city in China in order to find possible measurements that can be taken by the faculty to improve the learning experience of students with hearing loss at school.
26
., Manjunatha, Pallavi Sarji Uthkarsh, and Gangaboraiah . "Children commute to schools in Bangalore urban and rural districts: travel pattern, behaviour and perceptions." International Journal Of Community Medicine And Public Health 7, no. 2 (January 28, 2020): 748. http://dx.doi.org/10.18203/2394-6040.ijcmph20200461.
Повний текст джерелаАнотація:
Background: Children form vulnerable road users during their regular school commute. School children safety is not taken into consideration before construction of road network. The total number of persons injured in India during 2015 near schools or colleges or educational institutions due to road traffic accidents are 13,270 in urban areas according to National Crime Records Bureau which is quite alarming. Current study is the first attempt in both rural and urban Karnataka towards understanding travel pattern, behaviour and perceptions among school children during commute to schools. The objectives of the present study were to assess travel pattern, behaviour and perception of school children in Bangalore urban and rural districts and to assess factors associated with travel pattern.Methods: A cross sectional study was conducted using a representative sample of schools selected by simple random sampling. Data was collected using a pre-tested, semi-structured questionnaire which was analysed using SPSS version 20.Results: Nearly 86% of school children travelled less than 5 kms to reach their schools. Nearly 39% of school children travelled alone to school. Most common mode of travel to school was by walk. Nearly 27.4% did not cross the main roads safely. Adherence to road safety behaviour was insufficient. Vehicular traffic was perceived as a major apprehension by children during school commute.Conclusions: Commute of children to schools in both urban and rural part of Bangalore was unsafe with least adherence to safety measures, which might increase their vulnerability to road traffic injuries.
27
Vukšić, Vedran, and Tijana Ivanišević. "School traffic patrols." Put i saobraćaj 68, no. 2 (July 4, 2022): 47–52. http://dx.doi.org/10.31075/pis.68.02.07.
Повний текст джерелаАнотація:
The application of school traffic patrols has been the subject of discussion for many years. A certain part of the professional public believes that school traffic patrols perform an important task in improving the safety of children on the roads and to encourage school children to accept responsibility, while the rest of the professional public believes that children are at risk and that children are young to take office. accepted responsibility. However, school traffic patrols are a great success in the world. Namely, in Germany, since the establishment of school traffic patrols in 1953, no traffic accident has been recorded with severely injured and dead children, while in Washington, more than 90% of schools have established school traffic patrols. In this paper, the experiences of developed countries in establishing school traffic patrols are presented.
28
Jawad, Russul Hamed, and Abdul Razzaq Alsalman. "Schools’ toilets quality and its relation to urinary tract problems in pupils of primary schools in Hilla city." Medical Journal of Babylon 21, no. 1 (January 2024): 1–7. http://dx.doi.org/10.4103/mjbl.mjbl_146_22.
Повний текст джерелаАнотація:
Abstract Background: Avoiding school toilets might cause irregular or infrequent voiding, which can lead to a variety of urinary issues. In this study, primary school-aged children’s bathroom habits, contributing factors, and relationships to lower urinary tract symptoms were examined. Objectives: The objectives of the study were: (1) to evaluate factors that affect students going to school toilets including toilet facilities and toilet hygiene in children of primary schools; (2) to evaluate urinary symptoms in those children; (3) to differentiate between private school children and public school children; and (4) to evaluate pupils-to-toilets ratio among primary school children. Materials and Methods: A cross-sectional study was conducted at Hilla city primary schools, and the time of this study was from February 15 to June 15, 2022. This study was conducted on 500 pupils by selecting 10 primary schools in Hilla city randomly (five of them were private schools and other five were public schools). Results: Public school students reported that toilets are significantly more dirty (72.2%) compared with private schools. Similar significant differences were reported regarding the presence of stool/urine on the floor, smell of toilet, lighting of toilet, and availability of soap. The presence of urinary tract infection symptoms (at least one symptom) was found to be significantly higher among public sector schools (53.1%) compared with private sector schools (46.9%), with P value of 0.031. Public schools had significantly higher number of children per toilet (108.0% ± 68.5%) compared with private schools (26.8% ± 7.6%), with P value of 0.030. Conclusions: Toileting habits and urinary tract symptoms were both significantly correlated. Many children influenced by negative perceptions of school toilets have adopted unhealthy toilet habits during school time. Public school students reported that toilets are significantly more dirty compared with private schools.
29
Khoyimah, Ayu Nur, Atina Khasanah, and Umi Kultsum. "IMPLEMENTASI PENDIDIKAN INKLUSI DI TK DESA MRANGGEN 01 SUKOHARJO." Academica : Journal of Multidisciplinary Studies 3, no. 2 (December 2, 2019): 291–302. http://dx.doi.org/10.22515/academica.v3i2.2012.
Повний текст джерелаАнотація:
This research comes from combining normal children’s learning in reguler classes with children with special needs in reguler schools and are now able to attend regular schools. Children with special need who initially could only go to special schools and are know able to attended regular schools with an inclusive education system. The purpose of this study was o determine the aplication of inclusive education in TK Mranggen Village 01, the research method used was describtive qualitative. The Research subjects were children with special needs, school principals and class teachers as weel as TK Mranggen Village 01. Data collection using observation and intervie techniquest. Yhan the data obtained were analysed and conlusions were drawn about the data that had been collected. The result of this study are that TK Mranggen Village 01 every years accept children with special need but obstacle to date is the curriculum us in 2013 method and infrastructure to serve children with special needs, and the luck of experience and knowladge special teacher to handle children with special needs.Keywords: inclusive school; children with special need
30
Woodland, Lisa, Louise E. Smith, Rebecca K. Webster, Richard Amlôt, Antonia Rubin, Simon Wessely, and James G. Rubin. "Why did some parents not send their children back to school following school closures during the COVID-19 pandemic: a cross-sectional survey." BMJ Paediatrics Open 5, no. 1 (September 2021): e001014. http://dx.doi.org/10.1136/bmjpo-2020-001014.
Повний текст джерелаАнотація:
BackgroundOn 23 March 2020, schools closed to most children in England in response to COVID-19 until September 2020. Schools were kept open to children of key workers and vulnerable children on a voluntary basis. Starting 1 June 2020, children in reception (4–5 years old), year 1 (5–6 years old) and year 6 (10–11 years old) also became eligible to attend school.Methods1373 parents or guardians of children eligible to attend school completed a cross-sectional survey between 8 and 11 June 2020. We investigated factors associated with whether children attended school or not.Results46% (n=370/803) of children in year groups eligible to attend school and 13% (n=72/570) of children of key workers had attended school in the past 7 days. The most common reasons for sending children to school were that the child’s education would benefit, the child wanted to go to school and the parent needed to work. A child was significantly more likely to attend if the parent believed the child had already had COVID-19, they had special educational needs or a person in the household had COVID-19 symptoms.ConclusionsFollowing any future school closure, helping parents to feel comfortable returning their child to school will require policy makers and school leaders to communicate about the adequacy of their policies to: (A) ensure that the risk to children in school is minimised; (B) ensure that the educational potential within schools is maximised; and (C) ensure that the benefits of school for the psychological well-being of children are prioritised.
31
Swift, Adam. "The Morality of School Choice." Theory and Research in Education 2, no. 1 (March 2004): 7–21. http://dx.doi.org/10.1177/1477878504040574.
Повний текст джерелаАнотація:
Summarising the arguments of How Not to Be A Hypocrite: School Choice for the Morally Perplexed Parent (Routledge Falmer 2003), the article discusses three questions. The first is whether parents who disapprove of elite private schools to such an extent that they would vote to ban them are acting hypocritically or inconsistently with their principles if they send their children to such schools. My answer is that they need not be. The second is whether parents should have the option of sending their children to such schools; whether those schools should be allowed to exist. My answer is that they should not. The third is whether, given that such schools do exist, parents are justified in sending their children to them. My answer is that in certain circumstances they may be, but that most of those who opt for such schools are not justified in doing so. As long as the state school is ‘good enough’, parents should send their children to that school, even where it would not be as good for their children as would private alternatives.
32
Ignjatovic, Tanja. "Child witnesses of domestic violence: Potential implications on procedures used by educational institutions." Zbornik Instituta za pedagoska istrazivanja 50, no. 2 (2018): 286–306. http://dx.doi.org/10.2298/zipi1802286i.
Повний текст джерелаАнотація:
Children?s witnessing scenes of violence in the family context incurs numerous and diverse consequences on their health and wellbeing, including school activities and personal achievement, their social relations and risk of subsequent bullying behaviour or victimization at school. At the same time, the school environment can play an important role in developing strategies of overcoming and recovering from the traumatic experience such as one?s exposure to domestic violence. This paper presents an overview of the main foreign and domestic findings on the connection between violence against children and violence against women, their mothers, the consequences that violence in a partnership has on various aspects of childrens? development and health, children?s strategies for overcoming and their resilience, and institutional reactions to childrens? testimony about instances of domestic violence. Special attention is placed on the implications that this phenomenon has on the operation and responsibility educational institutions to ensure a safe environment for these children within the family and at school and to provide them with assistance and support. This points to the importance of the relevant regulations and their interpretations, the dilemmas that teachers and schools can face in their application, available information and expertise, the development of close collaboration between schools and relevant community institutions, or the systematic and systematic nature of capacity building for teachers and schools for attentive and the consistent application of preventive and intervention programs.
33
Ju, Hyeong Jin, Jihye Moon, Su Kyung Ha, and Im Sook Lee. "Analysis of Teachers’ Experiences and Perceptions of Counseling for Children with Special Needs." Korean Academy Welfare Counseling 11, no. 2 (October 31, 2022): 213–33. http://dx.doi.org/10.20497/jwce.2022.11.2.213.
Повний текст джерелаАнотація:
The purposes of this study was to examine the competency required for counseling for special children through the experiences and perceptions of school counselors and special education teachers on counseling for special children in the educational field. A structured interview was conducted with three teachers (two school counselors, one special education teacher) who had worked at a special school or non-special school for more than one year. An interview questionnaire was prepared and used for the experience and perception of counseling for special children by referring to previous studies. The data were analyzed based on key terms referring to the phenomenological and qualitative research method. As a result of the analysis, school counselors recognized counseling, As a result of the analysis, school counselors recognized counseling that could not use verbal intervention as ‘special child counseling’. Second, In the process of educating counselors, they did not take counseling for special children or experienced counseling practice at special schools. The competency required for counseling for special children was suggested as training focusing on understanding and practice of disability. Third, counseling for children with special needs is almost nonexistent, and counseling for special children by a school counselor working at a special school is being conducted for students who can communicate verbally. Finally, Through the results of this study, first, it was confirmed that a specialized curriculum should be opened and operated in counseling for special children in the process of educating schooll counselors, and it was necessary to discuss the scope of duties of counselors with special needs related to counseling.
34
Green, Jennifer Greif, Jonathan S. Comer, Aberdine R. Donaldson, R. Meredith Elkins, Meredith S. Nadeau, Gerald Reid, and Donna B. Pincus. "School Functioning and Use of School-Based Accommodations by Treatment-Seeking Anxious Children." Journal of Emotional and Behavioral Disorders 25, no. 4 (August 24, 2016): 220–32. http://dx.doi.org/10.1177/1063426616664328.
Повний текст джерелаАнотація:
Anxiety disorders are commonly occurring among children and are associated with increased risk for poor educational outcomes. However, little is known about the specific supports and accommodations provided to anxious children in schools. This study examines reports of school functioning and school-based supports and accommodations among a sample of 51 anxious youth and their mothers seeking treatment at an outpatient clinic. Children and their mothers reported significant anxiety-related impairment in school functioning, particularly for older children. Children identified as needing special education and related services (through Individualized Education Program [IEP] and 504 plans) more often received anxiety-related supports and accommodations at school than their peers who did not receive IEP/504 services. However, these accommodations were not always well matched to child needs and, in some cases, might facilitate avoidance of anxiety. Results suggest that some children with anxiety disorders receive supports in schools that may be inconsistent with evidence-based clinical practices. School-based mental health providers can be in an important position to facilitate coordinated care for youth with anxiety disorders.
35
Bandoni, Daniel, and Daniela Canella. "Can Eating Food Offered by Schools Have a Positive Influence on Nutritional Status of Children? An Example from Brazil." Health Behavior and Policy Review 8, no. 3 (June 1, 2021): 202–11. http://dx.doi.org/10.14485/hbpr.8.3.2.
Повний текст джерелаАнотація:
Objective: Considering that the school environment can impact food consumption and children’s weight, our aim was to evaluate the relationship between the origin of foods consumed at school and children’s nutritional status. Methods: We used data from the nationally representative Brazilian Household Budget Survey of children under 10 years old. The relationship between consumption of foods at school and its origin (offered by the school; taken from home; bought at the canteens) and nutritional status were evaluated using linear (BMI-for-age) and logistic (excess weight and obesity) regression models stratified by type of school (private or public). Results: A total of 95.5% of children referred consumption of food at school, independent of its origin, and 28.0% had excess weight and 10.2% had obesity. In private schools, 70.7% of children ate food taken from home, whereas in public schools, 90.6% of children ate food offered by the school through a school food service program. According to adjusted analyses related to public schools, consuming food offered by the school decreased BMI-for-age and the odds of having obesity. No differences were verified among children from private schools. Conclusion: Eating food offered by public schools seems to be better for Brazilian children’s nutritional status.
36
Santos, Maria Aparecida Gonçalves dos, and Simone Rocha de Vasconcellos Hage. "Textual production of children without learning difficulties." CoDAS 27, no. 4 (August 2015): 350–58. http://dx.doi.org/10.1590/2317-1782/20152014037.
Повний текст джерелаАнотація:
PURPOSE: To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year.METHODS: Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used.RESULTS: Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools.CONCLUSION: Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.
37
Rayani, Ernida. "Survey Tentang Kebijakan Pemerintah Terhadap Jarak Sekolah dengan Rumah Menurut Prespektif Orang Tua." Jurnal Pendidikan Kebutuhan Khusus 4, no. 2 (November 29, 2020): 34–37. http://dx.doi.org/10.24036/jpkk.v4i2.561.
Повний текст джерелаАнотація:
The school is a formal institution to gain knowledge, the school plays an important role in achieving the goals of national education Every parent would want their children to go to a favorite school, proper school. Even though the school is far from where they live. environment close to children. According to (Verdiyani, 2016) strategic location and proximity to schools are the main factors parents in choosing schools. In accordance with government policies related to the zoning system this applies to children with special needs. Where children with special needs can attend school in accordance with their residence. This study aims to find out how parents' views are related to government policies, where students should study near their homes.
Keywords: School, distance, school
38
Feng, Dafei, Xianglan Zhang, and Wen Cao. "School adjustment and bullying of Chinese left-behind children: Mediating role of social support." Social Behavior and Personality: an international journal 50, no. 12 (December 6, 2022): 1–9. http://dx.doi.org/10.2224/sbp.12070.
Повний текст джерелаАнотація:
Bullying has become a social concern in schools in China, and school adjustment is an important factor affecting bullying. We explored the mediating role of social support in the relationship between school adjustment and bullying among 600 left-behind children in junior middle schools in Shandong Province, China. The students completed the School Adjustment Scale, the Multidimensional Scale of Perceived Social Support, and the Junior High School Bullying Questionnaire. Results showed significant differences in school adjustment, social support, and bullying between the children of families where only one parent had migrated to the city for work, and children of families where both parents had done so. School adjustment, social support, and bullying were significantly correlated among the left-behind children. Social support played a mediating role in the relationship between the school adjustment and bullying of these children. The results provide references for school teachers and family members to reduce bullying of left-behind children.
39
Sana, Nur Nisfi, Restu Yuwanda Aprilia, Naila Fidia Putri, Dinda Mega Putri Oktavianti, Siti Nur Rizkiah, Noviandra Azzahra, and Teguh Prasetyo. "UPAYA MENINGKATKAN MOTIVASI ANAK-ANAK PUTUS SEKOLAH MELALUI SEKOLAH PAKET DI DESA KUTA." Qardhul Hasan: Media Pengabdian kepada Masyarakat 10, no. 1 (April 5, 2024): 55–61. http://dx.doi.org/10.30997/qh.v10i1.10777.
Повний текст джерелаАнотація:
This community service activity aims to motivate out-of-school children to return to school through school packages. This research included out-of-school children aged 13-16 years in Kuta Village, especially in Warudoyong Village Rt 02 Megamendung District. Data collection was carried out through observation and interviews. The data was analyzed descriptively and qualitatively with the stages of data collection, data reduction, and conclusion. The results of this program reveal that children who have dropped out of school in Kuta Village have various reasons for taking package schools, including economic constraints, the impact of the COVID-19 pandemic, environmental influences, and family support. The children decided to attend a package school organized by PKBM as an alternative to continuing their education. This package school is presented with an exciting and interactive learning approach, including digital technology and outdoor activities. There are three main factors revealed, namely: (1) economics, (2) environment, and (3) motivation play an essential role in the decision of out-of-school children to take package schools. Even though they face several challenges, such as feeling lazy in studying, these children feel motivated to continue their education to a higher level after completing package school. This program shows the importance of government, schools/universities, and families' collaborative efforts in supporting out-of-school children to get a better education and achieve their dreams.
40
Choe, Young June, Young-Joon Park, Eun-Young Kim, Myoungyoun Jo, Eun Young Cho, Hyunju Lee, Yun-Kyung Kim, Yae-Jean Kim, and Eun Hwa Choi. "SARS-CoV-2 transmission in schools in Korea: nationwide cohort study." Archives of Disease in Childhood 107, no. 3 (December 2, 2021): e20-e20. http://dx.doi.org/10.1136/archdischild-2021-322355.
Повний текст джерелаАнотація:
ObjectiveThere is an urgent public need to readdress the school closure strategies. We aimed to describe the epidemiology of COVID-19 in schools and school-aged children to understand their roles in transmitting SARS-CoV-2 in Korea.DesignRetrospective cohort study.SettingAll schools in KoreaPatientsAll school-aged children in Korea.InterventionsNone (observational study).Main outcome measuresIncidence rate, proportion of affected schools.ResultsBetween February and December 2020, the incidence rate was lower among school-aged children (63.2–79.8 per 100 000) compared with adults aged 19 and above (130.4 per 100 000). Household was the main route of transmission (62.3%), followed by community (21.3%) and school clusters (7.9%). Among the schools in Korea, 52% of secondary schools had COVID-19 cases, followed by 39% of primary schools and 3% of kindergartens.ConclusionsWe found that schools and school-aged children aged 7–18 years were not the main drivers of COVID-19 transmission. The major sources of transmission were households.
41
Mosothwane, Modise. "Senior Secondary School Childrens Understanding Of Plant Nutrition." Journal of College Teaching & Learning (TLC) 8, no. 8 (July 27, 2011): 15–24. http://dx.doi.org/10.19030/tlc.v8i8.5318.
Повний текст джерелаАнотація:
The purpose of this study was to assess childrens understanding of plant nutrition. The research was done on a sample of secondary school pupils in the age range of 16 to 19 years in two senior secondary schools in Botswana. The sample contained 137 senior secondary pupils all in their final year of study. These children were above average ability. The children were given a test on plant nutrition composed of two parts namely forced and free responses which were based on the Botswana senior secondary school biology syllabus.After the administration of the test to the pupils, interviews were conducted to give children the opportunity to explain their answers. The majority of children experienced little difficulty in providing accepted ideas about plant nutrition. However, analysis of childrens responses showed that mistakes were often made in the process of where plants make food rather than in the process of how plants make food. In conclusion, suggestions and recommendations were made with the hope that they would help teachers teach plant nutrition in a meaningful way.
42
Khan, Dania Shoaib, and Dr Zehra Habib. "EFFECTIVENESS OF COMMUNITY SCHOOL NETWORKING FOR CHILDREN WITH AUTISM: PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS." Pakistan Journal of Rehabilitation 12, no. 2 (July 6, 2023): 24–34. http://dx.doi.org/10.36283/pjr.zu.12.2/005.
Повний текст джерелаАнотація:
Objective: In order to provide equal educational opportunities, community school networking is an emerging trend to facilitate inclusion of children with mild-moderate Autism. This quantitative research aims to investigate the effectiveness of community networking for children with Autism from Pakistani lower socio-economic stratum of society. Study Design: Qualitative Research Design Study Settings and Participants: Six mild-moderate autistic children were enrolled in three mainstreams schools and a liaison between these schools, and a rehabilitation center located in the same area was created to facilitate inclusion. The researchers interviewed six teachers from mainstream schools, three school administrators and one administrator of rehabilitation regarding the effectiveness of community school networking for children with Autism after eight months of this collaboration. Data Collection Tool: Data were obtained through semi-structured interviews Results: All participating administrators and teachers underscored the changes in social and behavioral patterns of autistic children which included an imitation of positive behaviors from peers, acceptance, and awareness as strengths of community school networking model. However, major challenges faced were unacceptability from parents of normal children, learning differences, curriculum modifications, time constraints and dependency on the resource teacher. The administrators and teachers recommended that creating awareness programs for parents of normal children, curriculum modifications and in-house psychologists can further facilitate inclusion of children with disabilities. Conclusion: It was concluded that community school networking model can assist inclusive education and encourage engagement for all children, including those who are autistic.
43
Gramaxo, Patrícia, Filipa Seabra, Marta Abelha, and Georg Dutschke. "What Makes a School a Happy School? Parents’ Perspectives." Education Sciences 13, no. 4 (April 6, 2023): 375. http://dx.doi.org/10.3390/educsci13040375.
Повний текст джерелаАнотація:
Well-being, equity, and inclusion are central aspects of happy schools. In this context, we aim to provide information to identify the characteristics of happy schools and Portuguese children’s level of happiness at school. In total, one thousand three hundred and ninety-nine parents of children from five to twenty years old participated in this study by answering a mostly open-ended questionnaire. They indicated their perceptions of how happy their children were at school, the moments they associated with individual happiness and unhappiness, and the characteristics of schools that they found conducive to promoting happiness. The findings show that parents value the relationships their children establish at school, teachers’ personal and professional skills, learning strategies, and the fact that students can be creative while learning valuable content. From the perspective of parents, unhappy schools are characterized by teachers with negative attitudes and attributes, bullying, an excessive workload, and consequent stress. Differences in terms of gender and age were not significant in this study. We found that levels of happiness at school decrease as students’ ages increase.
44
Jang, Hye won, and Ha young Choi. "Difficulties of Single Fathers with School-Aged Children - Comparative Study of Elementary School Children and Middle–High School Children -." Korean Journal of Family Social Work 68, no. 4 (December 31, 2021): 35–67. http://dx.doi.org/10.16975/kjfsw.68.4.2.
Повний текст джерела
45
Little, Emma, Alan Hudson, and Ray Wilks. "Conduct Problems Across Home and School." Behaviour Change 17, no. 2 (June 1, 2000): 69–77. http://dx.doi.org/10.1375/bech.17.2.69.
Повний текст джерелаАнотація:
AbstractMany children are reported by parents to exhibit problems of conduct at home, and similarly many children are reported by teachers to exhibit conduct problems at school. Surprisingly, very little research has examined the extent to which children exhibit behavioural problems in the clinical range at both home and school. The current study examined the co-occurrence of problems at home and school in a sample of 189 children in schools in Victoria. The total sample consisted of (a) 124 children whose parents responded to invitations to participate distributed through schools, and (b) 65 children who had been referred to various agencies because of conduct problems. The occurrence of problems at home was assessed using the Child Behaviour Checklist (Achenbach & Edelbrock, 1983), and problems at school were assessed using the Teacher Report Form (Achenbach & Edelbrock, 1986). For the school sample, 7 children (5.6%) exhibited conduct problems in both settings (scores in the borderline/ clinical range), with 27 children (21.7%) exhibiting them in one setting only. For the clinic sample, 39 children (60.0%) exhibited problems in both settings, with 21 children (32.3%) exhibiting them in one setting only. The results of this study indicate the need for interventions that can be used consistently across home and school settings, as well as independently in single settings when warranted.
46
Fianko, Joseph Richmond, and Josephine Akosua Gawu. "Evaluation of hand hygiene behaviour in basic schools in Ghana: a case study of the Ablekuma Central Municipality in the greater region of Ghana." Health Education Research 35, no. 5 (October 1, 2020): 362–75. http://dx.doi.org/10.1093/her/cyaa017.
Повний текст джерелаАнотація:
Abstract Hand washing is effective for the prevention and transmission of pathogens but washing with water only is not effective at reducing contamination. The study focussed on the evaluation of hand washing behaviour in Basic schools (Primary and Junior High Schools) in Ghana. Results of the study revealed that 75% of responding schools have hand washing stands to promote hand washing with soap. Sixty percent of the hand washing facilities were functional at the time of the study in the schools. Hand washing facilities were found to be inadequate as most of the schools lacked running water and soap for hand washing. The school children (72%) were found to have knowledge on hand hygiene. The school children were aware that they can get cholera, typhoid fever, dysentery, diarrhoea, stomach cramps and pains when they do not wash their hands with soap. Majority (68.2%) of school children reported that washing hands after defecation is important but only 17.5% reported actually follow this practice. The school children (51%) reported washing their hands before eating. Many of the schools did not have toilet facilities for the school children. The school children (35%) learnt hand washing from their parents and 60% from the teachers.
47
Alkhunain, Nahlah, Jennifer Bernadette Moore, and Hannah Ensaff. "Online Pre-Order Systems for School Lunches: Insights from a Cross-Sectional Study in Primary Schools." Nutrients 14, no. 5 (February 23, 2022): 951. http://dx.doi.org/10.3390/nu14050951.
Повний текст джерелаАнотація:
Schools are increasingly using online pre-order systems for children to select school meals in advance. This study aimed to explore how children use and interact with these systems. Using a combination of direct observation and an online questionnaire, the operation of these systems in four UK primary schools was examined. This included how the menu options were displayed, how these were selected by children (4–11 years), and the interactions between children and others when making food selections. Where possible, most children pre-ordered their school lunch in the classroom, and differences in the food choice process among children were observed. These apparently related to children’s ages; older children (8–11 years) showed more independence when making food selections, whereas younger children were often supported by others. Most parents reported that their child was the decision maker when pre-ordering the school lunch, and the role of children in the selection of school lunches was evident. This may be accentuated by the online pre-order systems, and given the likely expansion of these systems in schools, there is an opportunity to implement interventions to influence children towards specific or different meal options from the school menu.
48
Sigauke, Aaron. "CHILDREN’S VIEWS ON, AND EXPERIENCES OF, PHYSICAL AND VERBAL ABUSE IN SCHOOLS: TWO CASE STUDIES OF PRIMARY SCHOOLS IN HARARE, ZIMBABWE." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 121–48. http://dx.doi.org/10.25159/2312-3540/24.
Повний текст джерелаАнотація:
 In Zimbabwe, changes to regulations on corporal punishment have led to claims by teachers, parents and others that the only effective weapon that was there to maintain discipline in schools has been removed. This study aimed at finding out views and experiences of primary school children on the use of corporal punishment and verbal assault as means of maintaining discipline in schools. It set out from the view that physical punishment and verbal assault by school authorities are forms of child abuse and a violation of children’s rights. A case study approach was used in two primary schools, one from a low-income location (high-density residential area) and another from a high-income location (low-density residential area), both in Harare. The study established that in spite of the existence of legal instruments, children are physically and verbally abused in various ways. While children are aware of their rights, they, however, find it difficult to report and in some cases do not even know where and to whom to report to. The study makes a number of recommendations directed towards authorities both in and outside the school system responsible for the discipline of children.
49
Smart, Raechel, Dawn Adams, and Kate Simpson. "Parent experiences of school distress or school refusal in their autistic child." Educational and Child Psychology 41, no. 1 (July 1, 2024): 93–110. http://dx.doi.org/10.53841/bpsecp.2024.41.1.93.
Повний текст джерелаАнотація:
Aims:School distress or school refusal is the most common reason autistic children miss school. Qualitative investigation of school distress and school refusal in autistic children is limited in the literature. This study aimed to identify school refusal behaviours in autistic children and explore parent experiences supporting their children.Method:Fifteen parents of school-aged autistic children completed semi-structured interviews. Directed content analysis was used to identify school refusal behaviours and inductive content analysis to explore impact on family systems.Findings:Parents reported a range of school refusal behaviours, many of which occurred before school or outside of school settings on days when their child attends school. This may mean many indicators of school refusal are missed by school attendance or behaviour data.Limitations:All participants were Australian and responded to an advertisement about autism and school refusal so had previously identified school refusal behaviours in their child.Conclusion:School refusal impacts upon the child, their attendance and their outcomes, but also upon family systems and supports. Implications of these findings for supporting autistic children, schools, and families are discussed.
50
Robu, Viorel, Zamfira-Maria Petrescu, and Narcisa Gianina Caranfil. "Atitudinea față de școală a copiilor de vârstă școlară (studiu comparativ)." Psihologia. Revista științifico-practică = Psychology. Scientific-practical journal 40, no. 1 (May 2022): 31–42. http://dx.doi.org/10.46728/pspj.2022.v40.i1.p31-42.
Повний текст джерелаАнотація:
This study addresses the attitude toward school among young school-age children. This variable is very important for the analysis of the factors responsible for the diff erences between young school-age children in terms of the quality of their adaptation to school tasks and the acquisition they make through the teaching process carried out in classroom. This study is based on a quantitative design. Participants (N = 157 students in grades 3 and 4) completed a standardized questionnaire that captured various indicators of attitude toward school. Descriptive data showed positive student attitude when the following areas were analyzed: relationship with teachers, classroom instruction, thorough preparation for school, homework, academic performance, and satisfaction with school. The hierarchy of daily activities by frequency placed preparing for class for school, reading, and solving homework in the top positions. The comparative data partially confi rmed three of the working hypotheses. The results of the study are analyzed in terms of their relevance to psycho-educational approaches aimed at increasing motivation for school among young school-age children.