Journal articles: '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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VALIAN, VIRGINIA, SANDEEP PRASADA, and JODI SCARPA. "Direct object predictability: effects on young children's imitation of sentences." Journal of Child Language 33, no. 2 (May 2006): 247–69. http://dx.doi.org/10.1017/s0305000906007392.

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We hypothesize that the conceptual relation between a verb and its direct object can make a sentence easier (‘the cat is eating some food’) or harder (‘the cat is eating a sock’) to parse and understand. If children's limited performance systems contribute to the ungrammatical brevity of their speech, they should perform better on sentences that require fewer processing resources: children should imitate the constituents of sentences with highly predictable direct objects at a higher rate than those from sentences with less predictable objects. In Experiment 1, 24 two-year-olds performed an elicited imitation task and confirmed that prediction for all three major constituents (subject, verb, direct object). In Experiment 2, 23 two-year-olds performed both an elicited imitation task and a sticker placement task (in which they placed a sticker on the pictured subject of the sentence after hearing and imitating the sentence). Children imitated verbs more often from predictable than unpredictable sentences, but not subjects or objects. Children's inclusion of constituents is affected by the conceptual relations among those constituents as well as by task characteristics.

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Shell, Rita M., and Nancy Eisenberg. "Children's Reactions to the Receipt of Direct and Indirect Help." Child Development 67, no. 4 (August 1996): 1391. http://dx.doi.org/10.2307/1131707.

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Henkin, Roni. "Narrative styles of Palestinian Bedouin adults and children." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 8, no. 1 (March 1, 1998): 47–78. http://dx.doi.org/10.1075/prag.8.1.04hen.

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This paper contrasts natural oral narratives of Bedouin adults and children (ages 8- 11) in the Negev Desert (South Israel). The analysis showed some striking stylistic differences, on both developmental and genre-related grounds. Adults, narrating tribal legends in a stylized, performed idiom. used distinct styles for the textual levels of orientation, plotline, and direct speech; the children told folktales and anecdotes in a relatively undifferentiated, near-conversational style. Adults set out from a concrete, non-past stage and shifted to a past plotline; whereas the childrens folkloristic openings, in the distant past, drifted to a concrete, relived present. There were significant differences in rhetorical means for perspectivizing, information packaging. connectivity, and tempo control. The children's narrative style was found to be much "flatter" and less evaluative than the adults, in keeping with developmental findings. However, some of the older children displayed global text organization, using diverse cohesive means typical of the folktale. This may show these children to be more sensitive to global genre structure than to local rhetorical means.

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Ben-Tov, Shoshana, and Shlomo Romi. "Parents’ involvement, identification and alertness and their children’s functioning in school." International Journal of Educational Management 33, no. 1 (January 7, 2019): 194–214. http://dx.doi.org/10.1108/ijem-07-2017-0177.

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Purpose The purpose of this paper is to examine the relationship between parents’ involvement related to their alertness of what happens in school and their identification with school and their children’s attitudes toward school, social adjustment, self-efficacy and academic achievements. Design/methodology/approach Questionnaires were answered by 339 parents and 343 students, and yielded 34 parents whose levels of identification with school and alertness were low, and 57 parents whose levels were high. 10; path analysis was used (structural equation model). The theoretical model was tested by a software AMOS 7.0. Findings Involvement characterized by low identification and alertness predicted a direct, significant and negative relationship with children’s self-efficacy; alertness predicted a direct, significant and negative relationship with self-efficacy. The group with high identification and alertness predicted a direct, significant and positive relationship of their identification with children’s self-efficacy. Research limitations/implications Further research is recommended because of the small sample in this study. In addition, especially it is recommended to add to the study parents whose identification is low and their alertness is high. Practical implications The way to solve problems is not by mutual accusations, but by trusting each other. Parents and school must create useful communication channels and forums for straightening out issues and find solution through cooperation. Originality/value This paper reveals that parents’ alienation from school is a predictor of their children’s negative functioning in school. This document is intended for school principals, educational staff and parents to improve students’ functioning.

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Bensur, Barbara, and John Eliot. "Case's Developmental Model and Children's Drawings." Perceptual and Motor Skills 76, no. 2 (April 1993): 371–75. http://dx.doi.org/10.2466/pms.1993.76.2.371.

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109 children in four age groups were administered two memory measures designed by Case in 1985, the Beery Visual Motor Integration Test and five drawing tasks from Dennis. Scores on working memory were correlated positively with age; children's drawings corresponded to Case's four developmental substages; and a direct relationship was found between the children's drawings and their performance on the psychometric measure of visuomotor integration. These findings are interpreted as evidence that important developmental changes in children's drawing can reliably illuminate changes in intellectual development.

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SAYLOR, MEGAN M., and C. BROOKE CARROLL. "Direct and indirect cues to knowledge states during word learning." Journal of Child Language 36, no. 3 (November 12, 2008): 685–95. http://dx.doi.org/10.1017/s0305000908009136.

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ABSTRACTThe present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to their knowledge state. Implications for children's emerging pragmatic competence are discussed.

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Ilgaz, Hande, and Ayhan Aksu-Koç. "Episodic development in preschool children's play-prompted and direct-elicited narratives." Cognitive Development 20, no. 4 (October 2005): 526–44. http://dx.doi.org/10.1016/j.cogdev.2005.08.004.

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Sherman, Arloc, Brandon DeBot, and Chye-Ching Huang. "Boosting Low-Income Children's Opportunities to Succeed Through Direct Income Support." Academic Pediatrics 16, no. 3 (April 2016): S90—S97. http://dx.doi.org/10.1016/j.acap.2016.01.008.

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Naigles, Letitia R. "Why theories of word learning don't always work as theories of verb learning." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1113–14. http://dx.doi.org/10.1017/s0140525x01320137.

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Bloom's theory of word learning has difficulty accounting for children's verb acquisition. There is no predominant preverbal event concept, akin to the preverbal object concept, to direct children's early event-verb mappings. Children may take advantage of grammatical and linguistic information in verb acquisition earlier than Bloom allows. A distinction between lexical and grammatical learning is difficult to maintain for verb acquisition.

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Ohnogi, Hiroaki. "Four-Year-Old Children's Visual Attention in Direct and Observational Learning." Perceptual and Motor Skills 62, no. 3 (June 1986): 783–88. http://dx.doi.org/10.2466/pms.1986.62.3.783.

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The study was designed to compare direct learning (learning by performing) with observational learning (learning by observing) on a memory task that assessed 4-year-old children's selective attention. 17 pairs of kindergarteners of the same sex (aged 3 yr., 8 mo. to 4 yr., 4 mo.) participated in a central-incidental memory task. Data from a retention test indicated that (a) the performers' mean central learning score was higher than their mean incidental score, while the observers showed no difference between their central and incidental learning scores, (b) performers had a higher mean central learning score than observers. On the other hand, the frequency of the subjects' overt visual attention to the task in their learning phase was also counted. Both observers and performers showed high frequency of visual attention.

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KÖDER, FRANZISKA, and EMAR MAIER. "The advantage of story-telling: children's interpretation of reported speech in narratives." Journal of Child Language 45, no. 2 (October 2, 2017): 541–57. http://dx.doi.org/10.1017/s0305000917000344.

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AbstractChildren struggle with the interpretation of pronouns in direct speech (Ann said, “I get a cookie”), but not in indirect speech (Ann said that she gets a cookie) (Köder & Maier, 2016). Yet children's books consistently favor direct over indirect speech (Baker & Freebody, 1989). To reconcile these seemingly contradictory findings, we hypothesize that the poor performance found by Köder and Maier (2016) is due to the information-transmission setting of that experiment, and that a narrative setting facilitates children's processing of direct speech. We tested 42 Dutch children (4;1–7;2) and 20 adults with a modified version of Köder and Maier's referent selection task, where participants interpret speech reports in an interactive story book. Results confirm our hypothesis: children are much better at interpreting pronouns in direct speech in such a narrative setting than they were in an information-transmission setting. This indicates that the pragmatic context of reports affects their processing effort.

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Lansford, Jennifer E., Patrick S. Malone, Kenneth A. Dodge, Lei Chang, Nandita Chaudhary, Sombat Tapanya, Paul Oburu, and Kirby Deater-Deckard. "Children’s perceptions of maternal hostility as a mediator of the link between discipline and children’s adjustment in four countries." International Journal of Behavioral Development 34, no. 5 (June 10, 2010): 452–61. http://dx.doi.org/10.1177/0165025409354933.

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Using data from 195 dyads of mothers and children (age range = 8—12 years; M = 10.63) in four countries (China, India, the Philippines, and Thailand), this study examined children’s perceptions of maternal hostility as a mediator of the links between physical discipline and harsh verbal discipline and children’s adjustment. Both physical discipline and harsh verbal discipline had direct effects on mothers’ reports of children’s anxiety and aggression; three of these four links were mediated by children’s perceptions of maternal hostility. In contrast, there were no significant direct effects of physical discipline and harsh verbal discipline on children’s reports of their own anxiety and aggression. Instead, both physical discipline and harsh verbal discipline had indirect effects on the outcomes through children’s perceptions of maternal hostility. We identified a significant interaction between perceived normativeness and use of harsh verbal discipline on children’s perception of maternal hostility, but children’s perception of the normativeness of physical discipline did not moderate the relation between physical discipline and perceived maternal hostility. The effects of harsh verbal discipline were more adverse when children perceived that form of discipline as being nonnormative than when children perceived that form of discipline as being normative. Results are largely consistent with a theoretical model positing that the meaning children attach to parents’ discipline strategies is important in understanding associations between discipline and children’s adjustment, and that cultural context is associated with children’s interpretations of their parents’ behavior.

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Butcher, Janice. "Socialization of Children's Playground Skill." Perceptual and Motor Skills 77, no. 3 (December 1993): 731–38. http://dx.doi.org/10.2466/pms.1993.77.3.731.

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This study analyzed the relationship between playground skill (measured on the Playground Skills Test) and several socialization variables, including opportunities for practice and parental involvement with playground play (measured on a parents' questionnaire). Data were collected for 64 children (24 girls, 40 boys), ages 7 to 9 years. Descriptive statistics were presented for availability of playground equipment, frequency of playground play outside of school hours, and amount of parental involvement. Playground proficiency was not related to frequency of playground play or to direct parental support (attendance and assistance while child was at a playground). Parental perceptions of a child's skill and attempts at risk-taking were significantly correlated with playground proficiency. A regression analysis of all socialization variables showed that the only significant predictor of playground proficiency was a child's risk-taking attempts.

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Wade, Catherine, Gwynnyth Llewellyn, and Jan Matthews. "Modeling Contextual Influences on Parents With Intellectual Disability and Their Children." American Journal on Intellectual and Developmental Disabilities 116, no. 6 (November 1, 2011): 419–37. http://dx.doi.org/10.1352/1944-7558-116.6.419.

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Abstract Many parents with intellectual disability experience living conditions associated with risk for children and parents. This study used structural equation modeling to test a theoretical model of the relationships among parent, child, family, and contextual variables in 120 Australian families where a parent had an intellectual disability. Findings revealed that parenting practices had a direct effect on children's well being, that social support was associated with children's well being through the mediator of parenting practices, and that access to social support had a direct influence on parenting practices. Implications of the findings for research, intervention, and policy are explored, with the goal of promoting optimal well being for children who are raised by parents with intellectual disability.

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Alessandri, Steven M. "Mother-child interactional correlates of maltreated and nonmaltreated children's play behavior." Development and Psychopathology 4, no. 2 (April 1992): 257–70. http://dx.doi.org/10.1017/s0954579400000134.

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AbstractThis study investigates maternal interactive styles and their relation to children's play and nonplay behaviors. Fifteen maltreated and 15 nonmaltreated preschool-aged children and their mothers were observed during a laboratory play session and during problem-solving situations. Children's play behaviors were later videotaped in the classroom and analyzed for the level of social participation and cognitive complexity. Results indicated that maltreated mothers were less involved with their children, used fewer physical and verbal strategies to direct their children's attention, and were more negative compared with nonmaltreated mothers. Higher levels of cognitive play were positively related to both maternal physical and verbal attention-directing behaviors, high maternal involvement, and positive affective tone. The role of maternal stimulation in children's play development and implications for intervention programs are discussed.

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Atzaba-Poria, Naama, and Alison Pike. "Why do ethnic minority (Indian) children living in Britain display more internalizing problems than their English peers? The role of social support and parental style as mediators." International Journal of Behavioral Development 29, no. 6 (November 2005): 532–40. http://dx.doi.org/10.1177/01650250500147196.

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The purpose of this paper was to examine explanatory mechanisms of differences in children's internalizing problems between ethnic minority (i.e., Indian) and ethnic majority (i.e., English) children living in Britain. Fifty-nine English children (31 girls) and 66 Indian children (30 girls), and their parents constituted the sample of this study. Both mothers and fathers reported on the children's internalizing problems, and provided reports of their own parenting style and social support. Analysis showed that maternal positivity, paternal negativity, and both parents’ reports of social support mediated the link between ethnicity and internalizing problems. Furthermore, according to the best-fitting structural equation model, ethnicity did not have a direct influence on children's internalizing problems, nor on parental style. Ethnicity instead predicted parental reports of social support. Social support, in turn, contributed to children's internalizing problems directly as well as indirectly through parenting style. Finally, although parenting style significantly influenced children's internalizing problems, social support was a much stronger contributor. The role of the distal as well as the proximal environments on children's adjustment is discussed.

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Ren, Qiang, and Shan Jiang. "Acculturation Stress, Satisfaction, and Frustration of Basic Psychological Needs and Mental Health of Chinese Migrant Children: Perspective from Basic Psychological Needs Theory." International Journal of Environmental Research and Public Health 18, no. 9 (April 29, 2021): 4751. http://dx.doi.org/10.3390/ijerph18094751.

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Acculturation stress is prevalent among migrant populations. The current study examines whether acculturation stress influences migrant children’s mental health through the mediators of the satisfaction and frustration of basic psychological needs for autonomy, relatedness, and competence. A sample of 484 migrant children is obtained in Kunming, China using a multi-stage cluster random sampling. Data are analyzed through structural equation modeling in Mplus 8.0. Results indicate that acculturation stress has a direct impact on children’s depression but no significant direct effect on children’s happiness. Acculturation stress also has indirect effects on depression and happiness via the mediators of need satisfaction and frustration. Acculturation stress is negatively associated with need satisfaction and positively associated with need frustration, which is further significantly predictive of children’s happiness and depression. Overall, this study validates the basic psychological needs theory in the context of China’s internal migration. Findings contribute to the understanding of the mechanisms that underlie the relationship between acculturation stress and psychological outcomes and provide practical implications for future interventions.

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LEGACY, JACQUELINE, JESSICA REIDER, CRISTINA CRIVELLO, OLIVIA KUZYK, MARGARET FRIEND, PASCAL ZESIGER, and DIANE POULIN-DUBOIS. "Dogorchien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals." Journal of Child Language 44, no. 4 (July 5, 2016): 881–904. http://dx.doi.org/10.1017/s0305000916000295.

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AbstractIn order to address gaps in the literature surrounding the acquisition of translation equivalents (TEs) in young bilinguals, two experiments were conducted. In Experiment 1, TEs were measured in the expressive vocabularies of thirty-four French–English bilinguals at 1;4, 1;10, and 2;6 using the MacArthur Bates CDI. Children's acquisition of TEs occurred gradually, with more balanced ratios of exposure and vocabulary associated with larger proportions of TEs at each wave. Experiment 2 compared a direct measure of TE comprehension with parent report of the same set of words. Results showed that parents may over-report children's TE comprehension, as our sample of two-year-old French–English bilinguals (n= 20) comprehended fewer TEs on a direct measure of receptive vocabulary than parents reported on the vocabulary checklist. The present study provides an original contribution to the literature on bilingual vocabulary development by employing both a longitudinal design and a direct measure of TE comprehension.

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Heidgerken, Amanda D., Jan N. Hughes, Timothy A. Cavell, and Victor L. Willson. "Direct and Indirect Effects of Parenting and Children's Goals on Child Aggression." Journal of Clinical Child & Adolescent Psychology 33, no. 4 (November 2004): 684–93. http://dx.doi.org/10.1207/s15374424jccp3304_4.

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Gurney, Peter W. "Self-Esteem in the Classroom." School Psychology International 8, no. 1 (January 1987): 21–29. http://dx.doi.org/10.1177/014303438700800103.

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This paper reviews well-controlled experimental studies which have sought to enhance children's self-esteem in classroom settings. Different approaches are examined in six sections, namely, (1) curriculum packages directly aimed at self-esteem enhancement, (2) interventions aimed primarily at improving academic performance, (3) counselling interventions, (4) other forms of direct curriculum intervention, (5) changing teacher behaviour, (6) changing pupil behaviour. The paper concludes with a discussion of related issues and of the implications for classroom strategies to enhance children's self-esteem.

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Dankiw, Kylie A., Katherine L. Baldock, Saravana Kumar, and Margarita D. Tsiros. "Intra- and inter-rater reliability of the Behaviour Mapping Schedule: A direct observational tool for classifying children’s play behaviour." Australasian Journal of Early Childhood 46, no. 2 (February 10, 2021): 139–49. http://dx.doi.org/10.1177/1836939120982764.

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Identifying and describing children’s play behaviours is an important component of evaluating child development. The Behaviour Mapping Schedule is a direct observational tool which aims to describe and quantify children’s play behaviours but is yet to undergo reliability testing. This study aimed to determine the intra- and inter-rater reliability of the Behaviour Mapping Schedule. Twelve children aged 3–5 years were each video recorded for one 20-minute playtime period at a purposively selected Community Children’s Centre in Adelaide, South Australia. The video recordings were coded independently by two raters against 23 behaviour codes. Intraclass correlation coefficients (ICCs) were calculated. Intra-rater ICCs for nearly 70% of the behaviour codes were considered ‘excellent’; likewise, for inter-rater ICCs on more than 50% of the behaviour codes. Overall, the Behaviour Mapping Schedule is a reliable tool for observing children’s play behaviour; however, additional training resources may be useful to further strengthen inter-rater reliability.

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Pösö, Tarja, and Rosi Enroos. "The Representation of Children’s Views in Finnish Court Decisions Regarding Care Orders." International Journal of Children’s Rights 25, no. 3-4 (November 17, 2017): 736–53. http://dx.doi.org/10.1163/15718182-02503009.

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The article examines the representation of children’s views in Finnish court decisions regarding care orders. It explores how written court decisions recognise, address and use children’s views in care order decisions and compares the results with a similar study conducted in Norway. In the literature, both countries are portrayed as having a child-orientated child welfare system. Based on the analysis of 36 court decisions in Finland, it is argued that children’s views are narrowly represented and used in written court decisions of care orders. Three models emerged: the direct and indirect representation of children’s views and the absence of children’s views. The first model is strongly related to the child’s age.

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Bowes, Jennifer. "Parents’ Work and Family Roles: Their Contribution to Children's Learning about Work." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 41–45. http://dx.doi.org/10.1177/183693919802300309.

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Parents’ work and family roles influence their children in many ways. An often overlooked impact is on children's developing ideas about work. This paper reviews research on young children's developing ideas about work, particularly of unpaid duties in the home. It argues that children learn about work and cultural values, ownership of work, work relationships and the links between work and money from their observations and experiences of household chores. The contribution of parents’ paid and unpaid work roles to children's learning about work and the processes by which children learn about paid and unpaid work are discussed, as are the implications for early childhood professionals in their direct and indirect teaching of young children about the world of work.

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Howe, Cheryl A., Kimberly A. Clevenger, Brian Plow, Steve Porter, and Gaurav Sinha. "Using Video Direct Observation to Assess Children’s Physical Activity During Recess." Pediatric Exercise Science 30, no. 4 (November 1, 2018): 516–23. http://dx.doi.org/10.1123/pes.2017-0203.

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Purpose: Traditional direct observation cannot provide continuous, individual-level physical activity (PA) data throughout recess. This study piloted video direct observation to characterize children’s recess PA overall and by sex and weight status. Methods: Children (N = 23; 11 boys; 6 overweight; third to fifth grade) were recorded during 2 recess periods, coding for PA duration, intensity, location, and type. Duration of PA type and intensity across sex and weight status overall and between/within locations were assessed using 1- and 2-way analysis of variances. Results: The field elicited more sedentary behavior (39% of time) and light PA (17%) and less moderate to vigorous PA (41%) compared with the fixed equipment (13%, 7%, and 71%, respectively) or the court (21%, 7%, and 68%, respectively). Boys engaged in significantly more vigorous-intensity activity on the court (35%) than girls (14%), whereas girls engaged in more moderate to vigorous PA on the fixed equipment (77% vs 61%) and field (46% vs 35%) than boys (all Ps > .05). PA type also differed by sex and weight status. Conclusion: Video direct observation was capable of detecting and characterizing children’s entire recess PA while providing valuable context to the behavior. The authors confirmed previous findings that PA intensity was not uniform by schoolyard location and further differences exist by sex and weight status.

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Athamneh, Naser Al-Hassan, and Jehan Ibrahim Zitawi. "English-Arabic Translation of Dubbed Children's Animated Pictures." Babel. Revue internationale de la traduction / International Journal of Translation 45, no. 2 (August 20, 1999): 127–48. http://dx.doi.org/10.1075/babel.45.2.03ath.

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Abstract This study aims at evaluating the translation of dubbed children's animated pictures shown on Jordan Television and other Arab televisions in terms of accuracy and faithfulness to the original text. In an attempt to achieve this goal, the researchers have studies the translations of (56) episodes of Arabic versions of five children's animated pictures. Upon close examination of the translated material, it has been found that most of the translators have given erroneous renderings of some portions of the original texts, thus distorting the message conveyed in the target language text and, consequently, affecting, in a direct way, the educational level of the children. The researchers analyse and categorise some erroneously translated words, phrases and sentences observed in the corpus of the study. They also try to attribute the errors to their possible causes. Finally, the researchers suggest alternative, supposedly more appropriate translations of the source language utterances. The study concludes with some recommendations which would hopefully enhance the process of translating dubbed children's animated pictures in general and improve the performance of Arab translators working in the field of English-Arabic dubbing. Résumé Le but de l'étude est d'évaluer la traduction de films animés doublés pour enfants, diffusés à la télévision jordanienne et d'autres télévisions arabes en termes de précision et de concordance avec le texte original. Dans un effort d'arriver à cette fin, les chercheurs ont étudié les traductions de 56 épisodes des versions arabes de cinq films animés pour enfants. Suite à un examen approfondi du matérial traduit, on a trouvé que la plupart des traducteurs ont donné une version erronée de certaines parties des textes originaux déformant ainsi le message transmis dans la lnague cible et, par conséquent, ayant une influence directe sur le niveau d'instruction de l'enfant. Dans le corpus de l'étude, les chercheurs analysent et categorisent certains mots, locutions et phrases observés et traduits erronément. Ils font également un effort pour attribuer les erreurs à leurs causes probables. Enfin, les chercheurs suggèrent une alternative et, par supposition, mieux appropriée des propos de la langue de départ. L'étude termine avec quelques recommandations qu'on espère, relèverait en général le processus de la traduction de films animés doublés pour enfants et améliorerait la tāche des traducteurs arabes spécialisés dans le domaine du doublage anglais-arabe.

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SMONS-MORTON, BRUCE G., RONALD FORTHOFER, IRIS WEI HUANG, TOM BARANOWSKI, DEBRA B. REED, and RENEE FLEISHMAN. "Reliability of direct observation of school children’s consumption of bag lunches." Journal of the American Dietetic Association 92, no. 2 (February 1992): 219–20. http://dx.doi.org/10.1016/s0002-8223(21)00597-6.

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Holiday, Steven, Mary S. Norman, R. Glenn Cummins, Terri N. Hernandez, Derrick Holland, and Eric E. Rasmussen. "Television advertising’s influence on parents’ gift-giving perceptions." Journal of Consumer Marketing 35, no. 7 (November 12, 2018): 665–75. http://dx.doi.org/10.1108/jcm-07-2017-2274.

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Purpose This study aims to examine factors, beyond child requests, that influence parents’ perceptions of the most important gifts to give their children by assessing the influence of television advertising on children’s programming. Design/methodology/approach Using agenda-setting as a theoretical and methodological template, a content analysis of 7,860 commercials in children’s programming was compared using a questionnaire to 143 parents of 240 children to test the transfer of salience between advertising and parents’ perceptions. The study also examined the role of child purchase requests in this relationship. Findings The product categories that most prevalently advertised on children’s television had a significant relationship with the product categories that parents perceived to be the most important to give their children as gifts. Furthermore, the results indicate that this relationship was not contingent upon parental advertising mediation or child product requests. Research limitations/implications The results are limited to a single broadcast market during the Christmas season. Strategically, the research suggests that advertising through children’s television programming may be an effective way to directly inform parents’ gift-giving consideration sets, and this target and outlet should be strategically evaluated in subsequent campaign decisions about the marketing mix. Originality/value The findings add new insights to the gift-giving literature, indicating that advertising in children’s programming may be an alternative direct influence on parents’ perceptions. This research also extends research on advertising agenda setting into the new context of commercial advertising of consumer products.

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Sterk, Jisca, and Peter Mertin. "Developmental Trends in Children's Internal Body Knowledge." Children Australia 42, no. 1 (October 17, 2016): 66–72. http://dx.doi.org/10.1017/cha.2016.31.

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Literature on children's internal body knowledge has consistently indicated that knowledge about the body develops in an orderly sequence with increasing age. How much children currently know about their internal organs, however, may be influenced by the increase in health and body information available through school education programmes. As there is little recent research in this area, the present study aimed to provide an update on what Australian children currently understand about their anatomy, and to corroborate the developmental trends found in previous research. One hundred and eighty-nine school children aged 7 to 12 years were asked to draw the interior of the body in a body outline provided, with a subset of 54 children also being interviewed about their understanding of their anatomy. The developmental trends found in this study were broadly consistent with those reported in the existing literature on children's inside body knowledge, and are similar to those documented with children's human figure drawing; namely, that children's body knowledge and understanding increased with age. Although awareness of the integration of internal body parts amongst children in the present study seemed more developed than suggested in previous studies, the availability of educational resources influencing children's knowledge about their internal organs remains equivocal. Nevertheless, this research has relevance for those involved in children's health awareness and education, as well as direct implications for paediatric health care procedures.

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Saunders, Travis J., Stephanie A. Prince, and Mark S. Tremblay. "Clustering of children's activity behaviour: the use of self-report versus direct measures." International Journal of Behavioral Nutrition and Physical Activity 8, no. 1 (2011): 48. http://dx.doi.org/10.1186/1479-5868-8-48.

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COLTHEART, VERONIKA, VERONICA J. LAXON, G. CORRIENE KEATING, and MARGARET M. POOL. "DIRECT ACCESS AND PHONOLOGICAL ENCODING PROCESSES IN CHILDREN'S READING: EFFECTS OF WORD CHARACTERISTICS." British Journal of Educational Psychology 56, no. 3 (November 1986): 255–70. http://dx.doi.org/10.1111/j.2044-8279.1986.tb03039.x.

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Stromer, Robert. "On the Benefits of Direct Teaching of Spelling in Children's Language Arts Instruction." Perceptual and Motor Skills 83, no. 2 (October 1996): 701–2. http://dx.doi.org/10.2466/pms.1996.83.2.701.

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Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learning skills in reading. Each participated in several spelling tasks which led to improved reading skiills, perhaps because stimulus were formed.

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Vid, Natalia Kaloh. "Translation of Children's Literature in the Soviet Union: How Pinocchio Got a Golden Key." International Research in Children's Literature 6, no. 1 (July 2013): 90–103. http://dx.doi.org/10.3366/ircl.2013.0082.

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This article analyses ideological influence on the translations of children's literature in the Soviet Union where translation was seen as an ideological tool and was expected to promote ideological values. Changing and adapting the source texts according to the newly established ideological demands was a common practice. Soviet children's literature was also used as a means of propaganda and a strong pedagogical instrument of education of new Soviet citizens. To explore how the Soviet ideological message was promoted within children's literature, I will analyse Alexei Tolstoy's adaptation of Carlo Collodi's The Adventures of Pinocchio (1883), entitled Zolotoi kliuchek ili prikliucheniia Buratino [The golden key or the adventures of Buratino]; henceforth The Golden Key), published in the Soviet Union in 1935. In Tolstoy's version the original underwent direct ideological changes. As one of the most successful children's stories introduced into the Soviet environment, The Golden Key depicts the values of the system under which it was written, including abolition of private property, the importance of collective labour, and the idea of equality and socialisation.

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Cole, Kevin N., Philip S. Dale, and Paulette E. Mills. "Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction." Topics in Early Childhood Special Education 11, no. 1 (April 1991): 99–124. http://dx.doi.org/10.1177/027112149101100110.

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Kochanska, Grazyna, Sanghag Kim, and Lea J. Boldt. "Origins of children's externalizing behavior problems in low-income families: Toddlers' willing stance toward their mothers as the missing link." Development and Psychopathology 25, no. 4pt1 (November 2013): 891–901. http://dx.doi.org/10.1017/s0954579413000254.

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AbstractAlthough children's active role in socialization has been long acknowledged, relevant research has typically focused on children's difficult temperament or negative behaviors that elicit coercive and adversarial processes, largely overlooking their capacity to act as positive, willing, even enthusiastic, active socialization agents. We studied the willing, receptive stance toward their mothers in a low-income sample of 186 children who were 24 to 44 months old. Confirmatory factor analysis supported a latent construct of willing stance, manifested as children's responsiveness to mothers in naturalistic interactions, responsive imitation in teaching contexts, and committed compliance with maternal prohibitions, all observed in the laboratory. Structural equation modeling analyses confirmed that ecological adversity undermined maternal responsiveness, and responsiveness, in turn, was linked to children's willing stance. A compromised willing stance predicted externalizing behavior problems, assessed 10 months later, and fully mediated the links between maternal responsiveness and those outcomes. Ecological adversity had a direct, unmediated effect on internalizing behavior problems. Considering children's active role as willing, receptive agents capable of embracing parental influence can lead to a more complete understanding of detrimental mechanisms that link ecological adversity with antisocial developmental pathways. It can also inform research on the normative socialization process, consistent with the objectives of developmental psychopathology.

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Suor, Jennifer H., Melissa L. Sturge-Apple, and Hannah R. Jones-Gordils. "Parsing profiles of temperamental reactivity and differential routes to delay of gratification: A person-based approach." Development and Psychopathology 31, no. 1 (March 1, 2018): 341–60. http://dx.doi.org/10.1017/s0954579417001894.

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AbstractInformed by a developmental psychopathology perspective, the present study applied a person-based approach to examine whether associations between early sociocontextual experiences (e.g., socioeconomic factors and maternal discipline practices) and preschool-age children's delay of gratification vary across profiles of children's temperamental reactivity. In addition, the study examined the direct and mediating role of children's set shifting in associations with delay of gratification within each profile. The sample consisted of 160 socioeconomically and ethnically diverse mothers and their 5-year-old children drawn from a longitudinal study of mother–child relationships. Latent profile analyses identified three profiles of temperamental reactivity distinguished by sensitivity to reward and punishment and negative affectivity. Multigroup analysis revealed maternal sensitive discipline (observed during a parent–child compliance task) at age 3.5 predicted longer delay of gratification at age 5 in the punishment reactivity/negative affectivity group. Maternal inductive reasoning discipline at age 3.5 predicted longer delay in the low temperamental reactivity group. For children with the reward reactivity/negative affectivity profile, higher family income at age 3.5 predicted longer delay of gratification at age 5, which was mediated by children's set shifting. Findings underscore the utility of person-based approaches for delineating differential developmental routes toward children's delay of gratification.

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Taravati, Shirin, and Negin Lak. "Knowledge and Attitude of Preschool Children Parents Towards Professional Topical Fluoride Therapy." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 679–87. http://dx.doi.org/10.6000/2292-2598.2020.08.04.11.

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Purpose: Since various factors such as parents' attitudes and knowledge can affect the use of fluoride, this study aims to assess the relationship between children's parents' attitudes and knowledge towards preventive caries methods with their children's caries experience. Materials and Methods: In this cross-sectional study, 110 parents of preschool children in Ahvaz were randomly selected. Using a questionnaire, parents' knowledge and attitude about fluoride therapy were evaluated, and their children's teeth were examined for dmft. Data were analyzed by Mann-Whitney and Kruskal-Wallis tests. Results: The mean of parents' knowledge about caries prevention methods was 2.22 ±3.23 of 9, and the knowledge of 68% was poor, 21% moderate, and 11% was good. The mean of parents' attitude about caries prevention techniques was 9.5±2.05 of 14, and the attitude of 0% was poor,60% moderate, and 40% was good. There was no significant relationship between parents' knowledge with gender, age, education, source of information, and dmft. There was a direct relationship between knowledge and the experience of professional topical fluoride (PTF). There was no significant relationship between the attitudes of parents with gender, the history of PTF, and the source of information. There was a direct, significant relationship between parents’ attitude and their educational level, age, and child’s dmft. Children's experience of PTF was 18.6%. Conclusion: Parents' knowledge and attitude towards fluoride roles in the prevention of dental caries were low. So, assigning programs to increase parents' knowledge and, subsequently, using caries prevention techniques is suggested.

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Snodgrass, Melinda R., Moon Y. Chung, Maysoon F. Biller, Katie E. Appel, Hedda Meadan, and James W. Halle. "Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching." Communication Disorders Quarterly 38, no. 4 (November 24, 2016): 242–54. http://dx.doi.org/10.1177/1525740116680424.

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Researchers and practitioners have found that telepractice is an effective means of increasing access to high-quality services that meet children’s unique needs and is a viable mechanism to deliver speech–language services for multiple purposes. We offer a framework to facilitate the implementation of practices that are used in direct speech–language therapy into parent training and coaching. We overlay the use of telepractice onto parent training and coaching to provide a framework that guides the conversion of practices used in direct service to parent training and coaching programs that can be used via telepractice. We include recommendations for addressing common challenges to providing parent training and coaching via telepractice with an example of the framework’s application in Early Intervention. Using this framework, speech–language pathologists can combine telepractice with direct services by teaching and coaching parents in the use of strategies to improve their children’s communication skills.

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SILVÉN, MAARIT, ANNARILLA AHTOLA, and PEKKA NIEMI. "Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish." Journal of Child Language 30, no. 2 (May 2003): 253–79. http://dx.doi.org/10.1017/s0305000902005548.

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This is the first study to report how children's language skills and mothers' book-reading strategies, measured at 2;0, predict mastery of word inflections at 3;0 and 5;0 in a sample of 66 Finnish children. Three theoretical models were tested on the longitudinal data using path analyses. The testing of the models suggests direct developmental continuity from producing words and multiword utterances on later inflectional growth, but indirect effects of maternal strategies on language outcomes. Moreover, mothers' complex expansions and questions are positively related, whereas labellings and corrections are negatively related, to children's concurrent and subsequent language skills. Finally, vocabulary size relates negatively to maternal attention regulation. When joint attention is easily built up in the dyad, mothers concentrate more on direct reading, which, together with the child's vocabulary, predicts mastery of inflections. In conclusion, the results can be viewed as support for a child-driven view on the future course of language acquisition.

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Longbottom, Sarah, and Virginia Slaughter. "Sources of children's knowledge about death and dying." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1754 (July 16, 2018): 20170267. http://dx.doi.org/10.1098/rstb.2017.0267.

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In the last century, decreases in infant and child mortality, urbanization and increases in healthcare efficacy have reduced children's personal exposure to death and dying. So how do children acquire accurate conceptions of death in this context? In this paper, we discuss three sources of children's learning about death and dying, namely, direct experience of death, parental communication about death and portrayals of death in the media and the arts. We conclude with recommendations about how best to teach modern children about this aspect of life. This article is part of the theme issue ‘Evolutionary thanatology: impacts of the dead on the living in humans and other animals’.

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Hendrie, Gilly A., John Coveney, and David N. Cox. "Defining the complexity of childhood obesity and related behaviours within the family environment using structural equation modelling." Public Health Nutrition 15, no. 1 (August 2, 2011): 48–57. http://dx.doi.org/10.1017/s1368980011001832.

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AbstractObjectiveThe present study aimed to define the complexity of the relationships between the family environment, health behaviours and obesity. A conceptual model that quantifies the relationships and interactions between parent factors, family environment, and certain aspects of children's behaviour and weight status is presented.DesignExploratory structural equation modelling was used to quantitatively model the relationships between parent, child and family environmental factors.SettingAdelaide, South Australia.SubjectsFamilies (n157) with children aged 5–10 years completed self-reported questionnaires, providing data on parents’ knowledge, diet quality and activity habits; child feeding and general parenting styles; and the food and physical activity environments. Outcome variables included children's fruit and vegetable intake, activity and sedentary habits and weight status.ResultsThe proposed model was an acceptable fit (normed fit index = 0·457; comparative fit index = 0·746; root-mean-squared error associated = 0·044). Parents’ BMI (β= 0·32) and nutrition and physical activity knowledge (β= 0·17) had the strongest direct associations with children's BMIZ-score. Parents’ dietary intake and energy expenditure behaviours were indirectly associated with children's behaviour through the creation of the home environment. The physical activity and food environments were associated with children's sedentary (β= −0·44) and activity habits (β= 0·29), and fruit and vegetable intake (β= 0·47), respectively.ConclusionsA conceptual model that quantifies the complex network of family environment factors influencing children's behaviour and weight status is presented. The model provides a basis for future research on larger representative samples with a view to guiding obesity prevention interventions.

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

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