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Academic literature on the topic 'Children's Aid Direct'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Children's Aid Direct"

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Gonzalez, Carlos, James S. Reilly, Margaret A. Kenna, and Ann E. Thompson. "Duration of Intubation in Children with Acute Epiglottitis." Otolaryngology–Head and Neck Surgery 95, no. 4 (November 1986): 477–81. http://dx.doi.org/10.1177/019459988609500410.

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Nasotracheal intubation has been demonstrated to be effective in supporting the airways of children with acute epiglottitis. Length of intubation and criteria used for extubation are still controversial. A 6-year retrospective review at Children's Hospital of Pittsburgh identified 100 cases of acute epiglottitis, which were initially managed with nasotracheal intubation. Extubation was based on direct laryngeal inspection performed in the operating room (1979–1981) and, more recently, in the intensive care unit (1982–1984). Length of intubation decreased from 63.8 hours in 1979 to 42.1 hours in 1984. The percent of children intubated longer than 48 hours decreased from 69% to 22% in the same time period. These data indicate that a shorter period of intubation is aided by daily laryngeal inspection in the ICU. We propose a staging system for acute epiglottitis to aid in the decision to safely extubate these children.

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Lemay, Raymond A. "Our perverse reliance on prescribed standardized processes as proxies for quality in Ontario Children's Aid Societies: Towards the establishment of direct service and outcomes standards." Children and Youth Services Review 33, no. 5 (May 2011): 605–11. http://dx.doi.org/10.1016/j.childyouth.2010.11.002.

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Kaluski, Dorit Nitzan, Einat Ophir, and Tilahun Amede. "Food security and nutrition – the Ethiopian case for action." Public Health Nutrition 5, no. 3 (June 2002): 373–81. http://dx.doi.org/10.1079/phn2001313.

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AbstractObjective:To assess the 1999–2000 food security situation and the food relief programmes in Ethiopia, and evaluate the need for a national food and nutrition policy.Design:A systematic search of data sources from the Ethiopian Disaster Prevention and Preparedness Commission (DPPC), the Ethiopian Central Statistical Authority, the World Food Programme (WFP) and United Nations Children's Fund (UNICEF), the bibliographic database Medline and direct contacts with associations, institutions and people concerned with food security in Ethiopia.Setting:Consultations to WFP Ethiopia.Results:Food availability was severely restricted due to recurrent disasters such as drought, flood, war and a lack of diversity of food items. Food accessibility was limited due to a weak subsistence-agriculture-based economy, depletion of assets, absence of income diversity and a lack of alternative coping mechanisms. Food intake adequacy was rarely achieved due to food shortages, improper diet and poor sanitary conditions. There was a lack of early warning data to monitor food security indicators. Food aid programmes did not meet the requirements for food quantities and composition, and faced major obstacles in logistics and targeting of the vulnerable population.Conclusions:Improvements in food security and the eradication of famine will require investment in sustainable projects. There is an immediate need for better planning and targeting of food aid and a national food security monitoring system. A national food and nutrition policy is recommended, focusing both on relief efforts and on underlying factors contributing to the famine.

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Li, Li. "Translating children’s stories from Chinese to English." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 4 (November 20, 2017): 506–22. http://dx.doi.org/10.1075/babel.63.4.03li.

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Translation, according to the German functional approach to Translation Studies, is a purpose-driven interaction that involves many players. Translating children’s stories is no exception. Using her personal experience of translating Mr. Wolf’s Hotline, a book comprising 47 Chinese children’s stories by Wang Yizhen, a contemporary Chinese writer , in light of the Skopos and text-type theories of functional approach in particular, the author has outlined the strategies and methods adopted in her translations in terms of language, structure and culture. With child readers in mind during the translation process, the translator has used rhetorical devices, onomatopoeic words, modal particles, and also changed some of the sentence structures of the stories, such as from indirect sentences into direct quotations, and from declarative sentences into questions. In terms of culture, three aspects, namely, the culture-loaded images, the names of the characters and nursery rhymes are singled out for detailed analyses. Though marginalized, ‘children’s literature is more complex than it seems, even more complex’ (Hunt 2010: 1), and translation of children’s literature is definitely challenging. This paper outlines the strategies and methods the author has adopted in translating some children's stories from Chinese to English.

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Jennings, Kay Donahue, and Robin E. Connors. "Mothers' Interactional Style and Children's Competence at 3 Years." International Journal of Behavioral Development 12, no. 2 (June 1989): 155–75. http://dx.doi.org/10.1177/016502548901200202.

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This study asked how mothers' style of interaction related to their children's competence-both competence on traditional cognitive tests and competence during play. Forty-four mothers and their 3-year-old children were observed in their homes while engaged in structured and unstructured tasks and unstructured play. Maternal directiveness and affective tone were assessed, as well as maternal perceptions of their children's intrinsic motivation. At school the children were given the McCarthy Scales of Children's Abilities, and their play was observed. Results indicated that both maternal directiveness and affective tone related to children's cognition, particularly nonverbal cognition; in addition, maternal affective tone related to children's play. Theoretical models of the development of children's competence were evaluated by means of path analysis. For perceptual performance ability, direct paths of influence were found for maternal directiveness and socioeconomic status (SES); whereas for children's verbal ability, direct paths were found for maternal affective tone, maternal perceptions, and SES. Direct paths of influence were also found from maternal affective tone and directiveness to children's play.

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Garton, Alison F., and Chris Pratt. "Children's pragmatic judgements of direct and indirect requests." First Language 10, no. 28 (February 1990): 51–59. http://dx.doi.org/10.1177/014272379001002804.

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McKown, Clark, Adelaide M. Allen, Nicole M. Russo-Ponsaran, and Jason K. Johnson. "Direct assessment of children’s social-emotional comprehension." Psychological Assessment 25, no. 4 (December 2013): 1154–66. http://dx.doi.org/10.1037/a0033435.

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Ledbetter, Patricia J., and Cathy H. Dent. "Young children's sensitivity to direct and indirect request structure." First Language 8, no. 24 (October 1988): 227–45. http://dx.doi.org/10.1177/014272378800802402.

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Arciuli, Joanne, Kirsten Stevens, David Trembath, and Ian Craig Simpson. "The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 56, no. 6 (December 2013): 1837–44. http://dx.doi.org/10.1044/1092-4388(2013/12-0034).

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PurposeThis study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children.MethodThe authors investigated children's reading ability using the Wide Range Achievement Test—Fourth Edition (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability—Third Edition (Neale, 2007). Parent report data was collected using the Vineland Adaptive Behavior Scales—Second Edition (Sparrow, Cicchetti, & Balla, 2005). Participants were 21 children with ASD (6–11 years) and their primary caregivers.ResultsDirect assessment of children's reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. The results revealed positive relationships between Vineland Adaptive Behavior Scales scores in the Adaptive Communication domain and direct assessment of children's reading ability across 3 measures of reading (word-level accuracy, passage-level accuracy, and passage-level comprehension).ConclusionsAlthough literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.

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Goodell, Elizabeth W., and Jacqueline Sachs. "Direct and indirect speech in English‐speaking children's retold narratives." Discourse Processes 15, no. 4 (October 1992): 395–422. http://dx.doi.org/10.1080/01638539209544820.

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Books on the topic "Children's Aid Direct"

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Improvement, Commission for Health. Clinical governance review of Sheffield Children's NHS Trust and NHS Direct, September 2002. London: Stationery Office, 2002.

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Smith, Carole. After adoption: Direct contact and relationships. London: Routledge, 2004.

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Janette, Logan, ed. After adoption: Direct contact and relationships. New York: Routledge, 2003.

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Kurdī, Mahā. al-Ṭifl al-Miṣrī wa-al-qanawāt al-faḍāʼīyah. al-Qāhirah: al-Markaz al-Qawmī lil-Buḥūth al-Ijtimāʻīyah wa-al-Jināʼīyah, Qism Buḥūth al-Ittiṣāl al-Jamāhīrī wa-al-Thaqāfah, 2004.

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Senanayake, Pramilla. Direct effects of family planning on adolescent health. New York: Population Council, 1987.

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Senanayake, Pramilla. Direct effects of family planning on adolescent health. (New York: Population Council, 1987.

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Translating fictional dialogue for children and young people. Berlin: Frank & Timme, 2012.

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8

Caplan, Paula J. Teaching children to think critically about sexism and other forms of bias: A direct, systematic and integrated teaching approach. Toronto: Green Dragon Press, 1990.

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9

Fagan, Cary. Directed by Kaspar Snit. Toronto: Tundra Books, 2007.

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Stoke, Charles B. A direct observation of the use of child safety seats in metropolitan areas of Virginia during summer 1993: Final report. Charlottesville, Va: Virginia Transportation Research Council, 1994.

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Book chapters on the topic "Children's Aid Direct"

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Luangrath, Narintohn. "No Date on the Door: Direct Provision Housing, Child Asylum Seekers, and Ireland’s Violations of the United Nations Convention on the Rights of the Child." In Children and Forced Migration, 317–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40691-6_14.

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Bosch, María José, and Mireia Las Heras. "Small Changes that Make a Great Difference: Reading, Playing and Eating with your Children and the Facilitating Role of Managers in Latin America." In Engaged Fatherhood for Men, Families and Gender Equality, 245–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75645-1_14.

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AbstractParenting is challenging in today’s world. Dual careers, hyper-connectivity, and long distances take almost all our time, and parents must integrate their different roles. A direct impact of this hectic life is on the time parents spend with their children. Additionally, the role of fathers has gained importance, and it is important to understand his influence. In this chapter we will analyze the importance of the time fathers spend in positive engagement activities with their children, such as eating and reading with their children, and also how organizations, through their managers, can promote these positive engagement activities. Also, to show how context influences this relationship, we compare different countries in Latin America: Argentina, Chile, Colombia, El Salvador, Guatemala, Mexico, and the Dominican Republic.

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Berman, Elise. "“Give Me My Food”." In Talking Like Children, 85–106. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190876975.003.0005.

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This chapter analyzes the production of relative age through discussing children’s efforts to get other children to give. It explicitly contrasts children’s direct modes of interaction with the indirect adult-adult interaction patterns discussed in chapter 3. The chapter focuses on one small child who walked into a church while sucking on a lollipop and three older children who attempted to get him to share his food. These four children did a number of things that adults avoid: display their food in public, directly demand food, directly criticize and insult other children, and directly refuse to give. These direct forms of speech are not natural results of children’s immaturity. Rather, they are techniques through which children mark and negotiate their hierarchical status relationships—who has power over whom. The chapter argues that these power negotiations are also age negotiations. Through their speech, children index themselves as children and construct relative age.

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Cox, Mary Elisabeth. "From Blockade to Aid." In Hunger in War and Peace, 275–338. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198820116.003.0009.

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Once the blockade against Germany was fully lifted on 12 July 1919, food from different sources began entering the country. Excess food from the US military was parcelled out to American citizens resident in Germany. Though significant for the recipients who received it, the military surplus lasted only a few months and could only be shared with other Americans. A source of foreign food for German citizens were food drafts, which allowed family and friends in foreign lands to purchase foodstuffs for their loved ones in Germany without taking the risk of theft or spoilage associated with directly exporting the goods. Other institutions, private and public, focused on feeding German children. This chapter examines the efforts of some of the major international aid organizations, including the American Friend Service Committee, Save the Children, and other groups feeding German children. It examines the approaches and struggles of these groups at an institutional level.

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Whitcomb, Sara A. "Direct Behavioral Observation." In Behavioral, Social, and Emotional Assessment of Children and Adolescents, 94–125. Routledge, 2017. http://dx.doi.org/10.4324/9781315747521-4.

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Lowe, N. V., G. Douglas, E. Hitchings, and R. Taylor. "15. Children’s Participation in Family Proceedings." In Bromley's Family Law, 539–69. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780198806691.003.0015.

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This chapter considers the increasingly important question of children’s participation in proceedings concerning them. It evaluates children’s right to participate in proceedings both as a matter of domestic and international law. It then assesses the complex law as to how children’s views are ascertained and the circumstances in which children will be represented both in private and public law. It then turns to children’s direct participation in family proceedings including children’s ability to initiate proceedings.

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Merriel, Abi, Raymond Kanthiti, and David Lissauer. "Direct maternal deaths." In Oxford Textbook of Global Health of Women, Newborns, Children, and Adolescents, edited by Delan Devakumar, Jennifer Hall, Zeshan Qureshi, and Joy Lawn, 104–7. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198794684.003.0021.

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This chapter discusses direct causes of maternal death, which account for nearly three quarters of maternal deaths worldwide. These deaths occur disproportionately in low-resource settings and are largely due to obstetric complications. It is therefore possible to significantly reduce these deaths. We discuss the five most important causes: postpartum haemorrhage, abortion-related deaths, hypertensive disorders, sepsis, and obstructed labour. The three delays in deciding, reaching, and receiving adequate care are then used to consider the broad areas to address to reduce direct maternal deaths. Possible strategies which could be implemented to reduce preventable direct maternal deaths such as implementing women’s groups and skills training are discussed. Finally, we highlight some of the challenges surrounding reducing direct deaths, including difficulties in measurement and increasing skilled attendance at birth. To overcome these challenges and prevent direct maternal deaths, comprehensive strategies addressing both community and health systems issues need to be employed.

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Fowler, Timothy, and Timothy Fowler. "Perfectionism and Parenting." In Liberalism, Childhood and Justice, 123–34. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529201635.003.0011.

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Here, I defend perfectionist parenting, according to which parents have a direct moral duty to promote the best views of ethics to their children. I argue that this duty is in part justified by parents’ duties to other children, since the actions of one child will matter a great deal for other children. In the final part of the chapter I consider the extent to which perfectionist parenting limits parental freedom. A proper recognition of value pluralism shows why there is still very wide latitude for parents to shape their children’s values such that they share cultural reference points and have interests in common.

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Treiman, Rebecca. "The Influence of Orthography on Children’s Spelling of Vowels and Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0009.

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So far, the first graders’ spellings have been studied from a phonological perspective. Spellings have been classified according to the phonemes they symbolize in order to examine children’s knowledge of the various phoneme-grapheme correspondences of English. The results of these analyses have shown that children’s spellings are built on their conceptions of phonemic structure. But orthographic influences have been visible too. As we have seen, the words that children see and read affect their own attempts to spell. In this chapter, these orthographic influences take center stage. The children’s spellings are classified according to the conventional spellings of the words that they represent in order to examine children’s knowledge of such orthographic features as digraphs and final is. The question is whether and how the conventional spelling of a word affects children’s attempts to spell the word. The special characteristics of these children’s first-grade experience make it particularly interesting to examine their learning of orthographic conventions. These children received little direct instruction in spelling. Even if they asked how to spell a word, their teacher did not tell them. The children were not explicitly taught about such orthographic conventions as the fact that ck occurs in the middles and at the ends of words but not at the beginnings of words. Did the children nevertheless pick up such conventions from the words they saw and read? For example, did they induce that ck occurs only in the middles and at the ends of words from seeing words like package and sick but not words like ckatl To anticipate the results presented in this chapter, the children did pick up this and other orthographic patterns on their own. Thus, the findings suggest that children can learn about certain orthographic conventions from their experiences with printed words, in the absence of direct instruction. The results presented in this book show that children often misspell graphemes such as ai and sh. Clearly, children have difficulty with graphemes in which two or more letters symbolize a single phoneme. Less clear, at this point, are the sources of this difficulty and the conditions under which it occurs.

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Kula, Stacy. "Homeschooling Gifted Students." In Curriculum Development for Gifted Education Programs, 151–71. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3041-1.ch007.

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The homeschooling movement has grown consistently over the past 50 years and is now a viable option for gifted children as well, particularly when traditional schools fail to meet their unique needs. As the educational option offering the greatest flexibility, homeschooling can hold great promise to assist the optimal development of both gifted and twice exceptional children. The purpose of this chapter is to highlight major trends in homeschooling practice for families with gifted children, as well as to focus attention on the need for further research into the topic of homeschooling and giftedness. Ways in which homeschooling can provide a fit for gifted and twice exceptional children, resources utilized by parents in meeting their children's needs, and challenges parents face as they direct their children's education are considered. The importance of flexibility in approach and curriculum, as well as utilizing outside resources, is emphasized.

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Conference papers on the topic "Children's Aid Direct"

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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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Liu, Tse. "The main directions of development of patriotic education of students by means of vocal art in the People's Republic of China." In Наука России: Цели и задачи. НЦ "LJournal", 2021. http://dx.doi.org/10.18411/sr-10-04-2021-69.

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The purpose of the article is to show how modern technologies expand the educational possibilities of children's patriotic songs by enriching this genre with new means of expression, as well as the emergence of new forms of song representation (songs for movies, TV shows for children, laser shows, open-air performances, etc.). The direct participation of children in the preparation for participation in the events, performances in front of the audience, as well as the presence as spectators and the use of music teachers of these genres in the classroom have an effective educational impact on children of different ages for the purpose of patriotic education of young people in China.

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"Direct Speech in Children’s Short Stories." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a7.

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Domazet, Maja, and Siniša Opić. "ACTION RESEARCH - APPROACH FOCUSED ON THE DEVELOPMENT OF EDUCATIONAL PRACTICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end107.

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The aim of the paper is to introduce a different approaching perspective of the children with internalizing behaviors using the implemented action research. In fact, this action research is a tool for approaching to the study of the internalizing behavioral problems. Practitioners and other participants of the research can awake their own practice and thus start some changes and improvements while using it. Considering the fact that in the literature are not many described models of prevention, support and action targeted to these behaviors, especially in the facilities of early and preschool education, the approach using action research has been imposed as the most appropriate. It is the most suitable for working with children who do not manage to create social opportunities by themselves nor develop their social and emotional skills and resistance. The largest part of this research is referred to direct interaction of children identified as reclusive, shy and fearful. Specific workshops and targeted activities contributed to a significant change in children’s social skills. This research will result in strong awareness of educators, expert teams, principle and parents for the necessity of the children. A different organization of educators’ working hours will influence the quality of support which has proven to be an irreplaceable reliance of safety, so it is important that it is available to children even after structured working hours. Hence, the principle introduces a special professional training and different structure of working hours in order to keep the quality of support reached through this research.

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Ericsson, Stina. "Ethics in norm-critical design for children." In The 18th annual International Conference Dilemmas for Human Services: Organizing, Designing and Managing. Llinnaeus University, 2017. http://dx.doi.org/10.15626/dirc.2015.08.

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Kocher, Deanna, Lea Sarmiento, Samantha Heller, Yupei Yang, Tamar Kushnir, and Keith Evan Green. "No, Your Other Left! Language Children Use To Direct Robots." In 2020 Joint IEEE 10th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2020. http://dx.doi.org/10.1109/icdl-epirob48136.2020.9278108.

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Wahyuningsih, Heni Puji, Bhisma Murti, Eny Lestari, and Reviono Reviono. "The Influence of Social Capital, Parenting, and Environment on Quality of Life among 2-4 Years Old Children." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.15.

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Background: Quality of life is actually a broader construct that encompasses aspects of life that may not be amenable to healthcare service. The quality of life of children is a subjective perception of satisfaction or happiness on quality of life. The quality of life is influenced by various factors, namely health conditions, socio-economic status, parenting styles, and the environment. According to HL Bloom’s theory, health status is determined by 40 percent of environmental factors, 30 percent of behavioral factors, 20 percent of health services, and 10 percent of genetics or heredity. The purpose of this study was to determine the effect of social capital, parenting, and the environment on the quality of life among children. Subjects and Method: This was a retrospective cohort study. Total of 400 children aged 2-4 years old who reside in the desa layak anak villages and ordinary villages in the region of Sleman regency. The dependent variable was quality of life among children. The independent variables were social capital, parenting, and the environment. Data were obtained from in-depth interview and questionnaire. Data were analyzed using path analysis. Results: The good quality of life of children was affected directly by positive social capital (b = 0.084; SE = 0.049; p = 0.001), good parenting style (b = 0.123; SE = 0.050; p <0.001), and good environment (b = 0.128; SE = 0.048; p <0.001). Conclusion: Social capital, parenting and environment have a direct influence on the quality of life among children. Keywords: quality of life, children, social capital, parenting, environment Correspondence: Heni Puji Wahyuningsih. Doctoral Program of Development Counseling, Universitas Sebelas Maret/ School of Health Polytechnis, Yogyakarta, Indonesia. Email: heni.pujiw@-poltekkesjogja.ac.id DOI: https://doi.org/10.26911/the7thicph.01.15

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Panesi, Sabrina, and Lucia Ferlino. "Using Apps in Formal Education to Improve Executive Functions in Preschoolers." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10117.

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The term Executive Functions (EFs) refers to a set of higher order cognitive processes that are critical for goal directed behaviour. They include inhibition (i.e., the ability to suppress task-irrelevant cognitive processing and ignore salient yet irrelevant features of the situation), shifting (i.e. the ability to switch between different operations or levels of processing), and updating (i.e. the ability to encode, hold and monitor incoming information in working memory, replacing information that is no longer relevant with new information). The most notable developmental change in children’s EFs occurs during the preschool period, and this is associable to and predictive of children’s general learning ability. For this reason, efforts to develop EFs in preschoolers is of vital importance. In recent years, only few studies have investigated the effect of EFs intervention on preschoolers, despite the potential preventive effect of early intervention on later developmental problems. A number of related solutions have been proposed over the years, including both paper-and-pencil activities and digital applications (e.g., software and videogames). However, few attempt have been made to integrate the many advantages of traditional, low-cost playful activities with the (often) powerful affordances of digital technologies. Hence, we propose just such a hybrid solution, with a set of mobile applications (apps) designed to foster EF development among early learners in education settings. We opted for such a solution as mobile apps have proved to be familiar, highly usable and well accepted among young children. At a more general level, this contribution seeks to provide useful input on the affordances and indicators that can help guide the effective choice of apps useful for developing EFs, and how these tools can be optimally introduced and employed in traditional teaching and learning programs.

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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.

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Ulfah, Maharani, Supriyadi Hari Respati, and Bhisma Murti. "Determinants of Immunization Completeness of Infant in Karanganyar, District, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.115.

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ABSTRACT Background: Indonesia launched the Expanded Program for Immunization (EPI) in 1977. However, immunization coverage remains far below the United Nations International Children’s Emergency Fund (UNICEF) and World Health Organization (WHO) target of 80%. The purpose of this study was to investigate determinants of immunization completeness of infant in Karanganyar, District, Central Java. Subjects and Method: A cross sectional study was carried out at 21 community health centers in Karanganyar, Central Java, from January to March 2020. A sample of 200 mothers who had children adged 12-23 months was selected by fixed disease sampling. The dependent variable was immunization completeness. The independent variables were intention, attitude, subjective norm, perceived barrier, perceived benefit education, and knowledge. The data were collected by questionnaire and analyzed by path analysis run on Stata 13. Results: Infant immunization completeness was directly increased by high perceived benefit (b= 2.98; 95% CI= 1.50 to 4.47; p<0.001), positive attitude (b= 3.12; 95% CI= 1.58 to 4.66; p<0.001), strong intention (b= 3.55; 95% CI= 1.98 to 5.12; p<0.001), and supportive subjective norm (b= 2.95; 95% CI= 1.48 to 4.42; p<0.001). Infant immunization completeness was directly decreased by high perceived barrier (b= -2.01; 95% CI= -3.20 to -0.81; p= 0.001). It was indirectly affected by education and knowledge. Conclusion: Infant immunization completeness is directly increased by high perceived benefit, positive attitude, strong intention, and supportive subjective norm. Infant immunization completeness is directly decreased by high perceived barrier. It is indirectly affected by education and knowledge. Keywords: immunization, completeness, health belied model, path analysis Correspondence: Maharani Ulfah. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: maharaniulfahh@gmail.com. Mobile: +628213558003557. DOI: https://doi.org/10.26911/the7thicph.03.115

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Reports on the topic "Children's Aid Direct"

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Livick, Susan. A Comparison of Parent Interview and Direct Assessment of Receptive Language in Preschool-aged Children with Cerebral Palsy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7200.

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Henley, Megan, Lindie Hill, Sydney Inman, Molly King, Sam Lopez, and Carley Mahaffey. Long-Term Outcomes in Children with Acute Flaccid Myelitis. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0007.

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The purpose of our critically appraised topic is to combine the best evidence regarding the long-term outcomes in children with acute flaccid myelitis (AFM) regarding posture and movement, gross and fine motor control, and activities of daily living (ADL) performance. The final portfolio contains eight articles. The study designs of these articles include a retrospective cohort study, two retrospective non-randomized studies without a control group, a retrospective review, a nationwide follow-up questionnaire analysis study, a case report, a case series, and a multiple quantitative case study. All studies related directly to our evidence-based PICO question and were used to determine the best evidence of the long-term outcomes in children with AFM. Overall, our findings showed that functional improvements were seen in most i ndividuals, however, this varied from complete to incomplete recovery along with some persistent motor and functional deficits. Every case is different depending on when they were diagnosed, and how quickly they were able to implement a rehabilitation program into their everyday routine.

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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.

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Kaffenberger, Michelle, Danielle Sobol, and Deborah Spindelman. The Role of Low Learning in Driving Dropout: A Longitudinal Mixed Methods Study in Four Countries. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/070.

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Using unique longitudinal quantitative and qualitative data, we examine the role that low learning plays in driving dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis using IRT-linked test scores and data on schooling attainment and dropout shows a strong, significant association with one standard deviation higher test scores associated with 50 percent lower odds of dropping out between the ages of 8 and 12, and a similar association between the ages of 12 and 15. Qualitative analysis indicates a direct relationship between low learning and dropout, with children and parents choosing to discontinue school when they realize how little is being learned. Qualitative findings also show that low learning interacts with and exacerbates more proximate causes of dropout, with low learning often contributing to choices of early marriage (for girls) and of leaving school to work (for both genders), with families making practical decisions about which options will best provide for children in the long run. Finally, learning, work, and poverty often interact, as the need to work to help provide for the household reduces the opportunities to learn, and low learning tilts the opportunity cost of time in favor of working. These findings suggest that low learning may play a larger role in dropout decisions, by underlying and interacting with other causes, than has been typically recognized.

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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.

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Insecure paternal attachment contributes to childhood anxiety. ACAMH, January 2020. http://dx.doi.org/10.13056/acamh.10702.

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A recent study has investigated the direct and indirect relationships between parent–child attachment and negative parental behaviours exhibited by mothers and fathers, individually, in a sample of children with clinical anxiety.

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Professor Sue Fletcher-Watson ‘How early life experiences of autistic children shape them as autistic adults’ – In Conversation. ACAMH, August 2020. http://dx.doi.org/10.13056/acamh.12926.

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Professor Sue Fletcher-Watson discusses how children develop and learn, about using technology for learning with augmentative and alternative communication systems, and her work as Director at the Salveson Mindroom Research Centre, University of Edinburgh.

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Fire starting; what makes young people do it, which interveire safety education versus psychosocial education – what the research tells us. Practical strategies in direct work – from toddlers through to teens.ntions work – Joanna Foster (session 2). ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16548.

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Led by criminologist Joanna Foster, this is the second of two workshops exploring what is known about children and teenagers who set fires. ACAMH members can now receive a CPD certificate for watching this recorded lecture.

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