Journal articles: 'Children's questions and answers'

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Rawstrone, Annette. "Honest answers." Early Years Educator 22, no. 8 (March 2, 2021): S16. http://dx.doi.org/10.12968/eyed.2021.22.8.s16.

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It could be that your pre-school child is asking questions about what death is, or there has been a death in the family due to the pandemic. Whatever the situation, it's good to be prepared to answer children's questions simply and honestly.

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Thornton, Rosalind. "Verb Phrase Ellipsis in Children's Answers to Questions." Language Learning and Development 6, no. 1 (January 14, 2010): 1–31. http://dx.doi.org/10.1080/15475440903328146.

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Wellen, Constance J. "Effects of Older Siblings on the Language Young Children Hear and Produce." Journal of Speech and Hearing Disorders 50, no. 1 (February 1985): 84–99. http://dx.doi.org/10.1044/jshd.5001.84.

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Mothers told stories to their children, inserting 30 questions about each story under two conditions. In one situation, mothers were alone with their younger child, and in the other condition, an older sibling was also present. During the question-answer interactions, older siblings responded to 60%–65% of all mothers' questions before younger children had a chance to respond and provided direct answers to the questions in 57%–65% of those instances. Mothers responded by producing fewer rephrased questions, fewer questions providing hints and answers, fewer questions functioning as repetitions and expansions, and more directly repeated questions when the older sibling was present. The effect of older siblings' first responses also reduced by half the number of younger children's utterances. The younger children produced fewer noncontent and content answers and more imitated answers in the presence of the older sibling. It is concluded that the presence of older siblings may influence the language young children hear and produce.

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Yağan Güder, Sevcan, and Erhan Alabay. "Children's Questions and Answers of Parents: Sexual Education Dilemma." International Journal of Progressive Education 14, no. 6 (December 31, 2018): 138–51. http://dx.doi.org/10.29329/ijpe.2018.179.11.

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Hannust, Triin, and Eve Kikas. "Changes in Children's Answers to Open Questions about the Earth and Gravity." Child Development Research 2012 (June 7, 2012): 1–10. http://dx.doi.org/10.1155/2012/613674.

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Many studies that have been conducted to describe children's knowledge about the Earth and gravity have produced discrepant results. However, as most of these studies have been cross-sectional and they have used different methods for collecting and analyzing data, the question Do children at some point construct internally consistent but incorrect explanations to elementary astronomical phenomena? has not been fully answered. The aim of the study was to further explore this question by examining how children respond to open questions about the Earth and gravity and how these answers change over time. Schoolchildren's () answers were examined four times with one-year intervals. It was found that directly after learning the topics in school many children gave synthetic responses and some oscillated between correct and incorrect explanations for a time. By the fourth grade more than half of the children were able to give scientifically accurate answers and good knowledge of facts supported children's ability to correctly generalize their existing knowledge. It was also shown that most children do not construct consistent nonscientific models of the Earth and that only thorough understanding of the discussed phenomena will lead to consistent answering.

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Bjorklund, David F., Barbara R. Bjorklund, Rhonda Douglas Brown, and William S. Cassel. "Children's Susceptibility to Repeated Questions: How Misinformation Changes Children's Answers and Their Minds." Applied Developmental Science 2, no. 2 (June 1998): 99–111. http://dx.doi.org/10.1207/s1532480xads0202_4.

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CASILLAS, MARISA, SUSAN C. BOBB, and EVE V. CLARK. "Turn-taking, timing, and planning in early language acquisition." Journal of Child Language 43, no. 6 (November 25, 2015): 1310–37. http://dx.doi.org/10.1017/s0305000915000689.

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AbstractYoung children answer questions with longer delays than adults do, and they don't reach typical adult response times until several years later. We hypothesized that this prolonged pattern of delay in children's timing results from competing demands: to give an answer, children must understand a question while simultaneously planning and initiating their response. Even as children get older and more efficient in this process, the demands on them increase because their verbal responses become more complex. We analyzed conversational question–answer sequences between caregivers and their children from ages 1;8 to 3;5, finding that children (1) initiate simple answers more quickly than complex ones, (2) initiate simple answers quickly from an early age, and (3) initiate complex answers more quickly as they grow older. Our results suggest that children aim to respond quickly from the start, improving on earlier-acquired answer types while they begin to practice later-acquired, slower ones.

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Edwards, Barbara, and Boyd Davis. "Learning from Classroom Questions and Answers: Teachers' Uncertainties about Children's Language." Journal of Literacy Research 29, no. 4 (December 1997): 471–505. http://dx.doi.org/10.1080/10862969709547971.

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This article examines the interaction of language varieties with teachers' perceptions and evaluations of how k-2 students answer classroom questions. Using both qualitative and quantitative methodology, we trace the processes, findings, and reflections from 2 years of collaboration with teachers in a low-income, multiethnic, inner-city school where all students spoke marginalized or stigmatized varieties of English, including Appalachian/rural and African-American English, or Ebonics. Among other findings, we and the teachers discovered ambiguity in their questions which created problems for students accustomed to different discourse practices. We noticed examples of Delpit's “silenced dialogue” when young White teachers would not listen to the exhortations of an experienced Black teacher that they should show students exactly what they wanted as answers. We worked with the teachers to uncover their concerns about racism and classism to discover what they heard and valued in students' answers and to modify their ways of listening to children. Implications include the need to query our own teaching practices relative to creating “culturally composite classrooms” where speakers of all dialects are respected.

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Jirout, Jamie, and David Klahr. "Questions – And Some Answers – About Young Children’s Questions." Journal of Cognition and Development 21, no. 5 (October 19, 2020): 729–53. http://dx.doi.org/10.1080/15248372.2020.1832492.

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Rivieccio, Paola. "Questioning Questions in Autobiographies of Intercultural Encounters." International Journal of Bias, Identity and Diversities in Education 6, no. 1 (January 2021): 47–59. http://dx.doi.org/10.4018/ijbide.2021010104.

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In this article, the author analyzes the discursive forms of the Autobiographies for Intercultural Encounters Young Version (AIEY), which has been developed by the Council of Europe (COE) to encourage young learners to become aware of their intercultural experiences. She tried to analyze both AIEY's questions and 100 ten-years-old children's answers. The aim is to understand the kind of discourse that the AIEY encourages about intercultural encounters and the extent to which it could have affected the pupils' answers.

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Alkuwari, Kaltam Jabor MD. "Cognitive behavioral perspective on how to curtail children's fears of surgery." Journal of Psychology & Clinical Psychiatry 11, no. 6 (November 19, 2020): 160–64. http://dx.doi.org/10.15406/jpcpy.2020.11.00691.

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The moment a patient is admitted to a hospital for surgery, certain factors such as life pressure with negative behaviors and emotions involved fear, anxiety and surgery declining. The problem exacerbates when the patient is a child depicting lack of sleep, and rejection of medical treatment as a whole not to mention the disregard of the physician's directions. Other negative behaviors include withdrawal, bedwetting, intense fear, and bursts of anger. Professional practice in hospitals rely on a working team of inter-disciplinary with the importance of the social worker in the transitional period. The team adopts several professional models to enable disorder interventions in children. One common model utilized is the Cognitive Behavioral Therapy an effective treatment of mental disorders, in particular social disorders. Summarized in the abstract is the present research problem, identifying program indicators reducing children’s fears of surgical intervention through Cognitive Behavioral Therapy (CBT). The study considering the following: the first question is what are some children's disorders due to surgical intervention? In addition to the second question, what are the indicators prevalent in a program designed to reduce children’s surgical intervention using the Cognitive Behavioral Therapy? The present research is one of the basic research types providing basic information on phenomena and problems examined by researchers to find answers to theoretical questions. Results provided answers to research questions after review of related literature and previous studies. The researcher has concluded that it is of great importance to identify children's disorders related to surgical intervention with details of the suggested program to reduce and eliminate such fears using Cognitive Behavioral Treatment.

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SALOMO, DOROTHÉ, ELENA LIEVEN, and MICHAEL TOMASELLO. "Young children's sensitivity to new and given information when answering predicate-focus questions." Applied Psycholinguistics 31, no. 1 (December 22, 2009): 101–15. http://dx.doi.org/10.1017/s014271640999018x.

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ABSTRACTIn two studies we investigated 2-year-old children's answers to predicate-focus questions depending on the preceding context. Children were presented with a successive series of short video clips showing transitive actions (e.g., frog washing duck) in which either the action (action-new) or the patient (patient-new) was the changing, and therefore new, element. During the last scene the experimenter asked the question (e.g., “What's the frog doing now?”). We found that children expressed the action and the patient in the patient-new condition but expressed only the action in the action-new condition. These results show that children are sensitive to both the predicate-focus question and newness in context. A further finding was that children expressed new patients in their answers more often when there was a verbal context prior to the questions than when there was not.

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Nur Budiman, Saiful, Sri Lestanti, and Erwan. "Sosialisasi Game Edukasi Virtual Quiz Berbasis Mediapipe untuk Sekolah Dasar." Science Contribution to Society Journal 4, no. 1 (July 12, 2024): 17–24. http://dx.doi.org/10.35457/scs.v4i1.3685.

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Virtual educational game quiz using Mediapipe is one of the innovative and exciting learning methods for 3rd grade elementary schoolchildren at SDN Wonorejo Talun Blitar. This game was created with the aim to help improve children's understanding and knowledge in a variety of subjects in an interactive and fun way. In this game, children will be asked to answer the questions given through video and voice displays using Mediapipe technology. They can answer questions by moving their bodies or showing answers through specific gestures. This will provide a more interactive and educational learning experience for children, so that they can more easily understand the lesson submitted. Besides, virtual educational quiz games can also help improve children's concentration and focus in learning. With a fun and exciting way of playing, children will be more motivated to learn and follow every question well. They will also learn to collaborate and communicate with their friends in search of the right answers. Through these games, children are expected to be able to learn more effectively and efficiently, as well as improve their academic scores at school. They will also become more skilled in using technology and understand lesson concepts better. Thus, a virtual educational quiz game using Mediapipe can be one of the effective and innovative learning methods for 3rd grade elementary schoolchildren at SDN Wonorejo Talun Blitar. For the outdoors proposed by the executive team are publications of scientific journals and virtual games quizzes.

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Sak, Ramazan. "Young Children’s Difficult Questions and Adults’ Answers." Anthropologist 22, no. 2 (November 2015): 293–300. http://dx.doi.org/10.1080/09720073.2015.11891880.

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Oktaviani, Maya, Kartika Dwihapsari, Mutiara Nur Islami, Nadia Puspa Dewi, Rahil Nurul Fadhilah, and Zahra Dinda Palupi. "Cognitive Development of Elementary School Children in Developing Critical Thinking Ability and Understanding Mathematical Concepts." International Education Trend Issues 1, no. 3 (July 2, 2023): 134–42. http://dx.doi.org/10.56442/ieti.v1i3.178.

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This study aims to determine students' cognitive development in developing critical thinking skills and understanding mathematical concepts at the elementary school level. This study uses qualitative methods with convenience sampling techniques. The researcher collected the data through interviews with six elementary school students from grades 3 to 5 on May 2023. They are inhabitants of Tegal Gundil, Bogor. Some problems identified include the inability to answer random questions, inappropriate questions and answers, disobedience in understanding the teacher's explanation, and external factors hindering elementary school children's cognitive development. Based on these problems, this study found that cognitive development is essential in developing critical thinking skills and understanding mathematical concepts in elementary school-age children. Suggestions include using an inclusive learning approach, adjusting questions and answers, increasing the ability to understand teacher explanations, and collaboration between schools, parents and the community. With the right approach and adequate attention, students can improve their cognitive development by developing critical thinking skills and understanding mathematical concepts.

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Bay, Dondu Neslihan. "Teachers' Questions and Children's Answers Administered during the 'Question of the Day' Practice in a Kindergarten of Turkey." International Journal of Progressive Education 16, no. 4 (August 13, 2020): 172–91. http://dx.doi.org/10.29329/ijpe.2020.268.11.

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Peebles, Alanna, James Alex Bonus, and Marie-Louise Mares. "Questions + answers + agency: Interactive touchscreens and Children's learning from a socio-emotional TV story." Computers in Human Behavior 85 (August 2018): 339–48. http://dx.doi.org/10.1016/j.chb.2018.03.039.

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Choi, Soonja. "Children's answers to yes-no questions: A developmental study in English, French, and Korean." Developmental Psychology 27, no. 3 (1991): 407–20. http://dx.doi.org/10.1037/0012-1649.27.3.407.

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Mack, Nancy K. "Gaining Insights into Children's Geometric Knowledge." Teaching Children Mathematics 14, no. 4 (November 2007): 238–45. http://dx.doi.org/10.5951/tcm.14.4.0238.

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While I was working with a third-grade teacher and his thirty-two students, he turned to me and asked, “Would you work with the children on geometry?” Although I eagerly agreed, several questions raced through my mind: ”I have not had much experience helping children learn geometry and do not know much about their thinking. Will I be able to help these children learn geometry in ways that are meaningful to them? What should third graders learn about geometry? What do the children already know about geometry and the ideas they should learn?” Answers to the latter two questions were especially important in helping the children develop a conceptual understanding of geometry by building on their existing knowledge. This article describes how research on children's geometric thinking used in conjunction with a children's book provided valuable insights into their prior geometric knowledge of the mathematical names and properties of polygons.

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SALOMO, DOROTHÉ, ELENA LIEVEN, and MICHAEL TOMASELLO. "Children's ability to answer different types of questions." Journal of Child Language 40, no. 2 (March 22, 2012): 469–91. http://dx.doi.org/10.1017/s0305000912000050.

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ABSTRACTYoung children answer many questions every day. The extent to which they do this in an adult-like way – following Grice's Maxim of Quantity by providing the requested information, no more no less – has been studied very little. In an experiment, we found that two-, three- and four-year-old children are quite skilled at answering argument-focus questions and predicate-focus questions with intransitives in which their response requires only a single element. But predicate-focus questions for transitives – requiring both the predicate and the direct object – are difficult for children below four years of age. Even more difficult for children this young are sentence-focus questions such as “What's happening?”, which give the child no anchor in given information around which to structure their answer. In addition, in a corpus study, we found that parents ask their children predicate-focus and sentence-focus questions very infrequently, thus giving children little experience with them.

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Hansson, Lena, Lena Löfgren, and Ann-Marie Pendrill. "Att utgå från frågor och situationer i förskolans vardag: Vilket naturvetenskapligt innehåll kan det leda till?Starting from questions and everyday situations in preschool: What kind of science content could that lead to?" Nordic Studies in Science Education 10, no. 1 (April 2, 2014): 77–89. http://dx.doi.org/10.5617/nordina.634.

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Identifying and building on children's questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children's questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning.

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Handayani, Nanik, and Nana Ronawan Rambe. "PENDAMPINGAN LITERASI GERAKAN MENUMBUHKAN MINAT BACA BAGI ANAK–ANAK LOKR DI DUSUN WAIPUTIH." BAKIRA: Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (June 16, 2023): 37–44. http://dx.doi.org/10.30598/bakira.2023.4.1.37-44.

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Children's reading ability is the basis for mastering various fields. PISA data 2018 shows that the literacy and numeracy abilities of Indonesian children tend to be stagnant and are ranked second from the bottom. To develop children's literacy and numeracy skills, appropriate strategies are needed so that children are interested and trained to develop reading, writing and understanding the information around them. This PKM aims to provide assistance as an effort to strengthen children's literacy. The method in this PKM is by applying the LOKR steps namely Literacy, Orientation, Collaboration and Reflection. The result of this activity is that at the literacy stage the child still has difficulty answering questions from the story that has been read, it is necessary to do repetition and reinforcement at the orientation stage students have started to find answers, the collaboration stage is carried out to stimulate children who are still considered low to understand the meaning of reading, at In the reflection stage, the child can find answers to questions. The conclusion of this activity is that children's literacy skills tend to be at the level of needing intervention and basic. Furthermore, habituation is needed so that children like to read and understand what they read. It was proven that at the third meeting in this PKM activity the children had increased their ability to read and understand the contents of their reading.

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Tomaszewska, Marzena, Katarzyna Neffe-Skocińska, Monika Trząskowska, Joanna Trafialek, Lidia Wadolowska, and Jadwiga Hamulka. "Self-reported food safety knowledge and practices of early-school-aged children – a result of analysis in towns near the Warsaw city." British Food Journal 123, no. 7 (March 8, 2021): 2461–77. http://dx.doi.org/10.1108/bfj-09-2020-0797.

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PurposeThe purpose of this study is to evaluate the knowledge and practices of selected group of Polish children in early school age in terms of issues such as: (1) the principles of food preparation, storage and eating meals; (2) personal hygiene; and (3) basic information about microorganisms.Design/methodology/approachThe auditorium survey method was used. The questionnaire consisted of 15 questions related to the children's knowledge of personal hygiene, the principles of food preparation and storage and the physiology of microorganisms and 13 questions related to the children's personal and food hygiene practice. In total, 169 questionnaires were collected. The study group of children had incomplete knowledge and often reported inappropriate food hygiene practices.FindingsThe subjects of food preparation and storage and knowledge of microbes were particular problem areas. By contrast, aspects related to handwashing, the appropriate practices while coughing or sneezing and washing fruit before consumption were positively evaluated. The children demonstrated the most knowledge in the field of personal hygiene. However, a very low percentage of correct answers was noted for the question about handwashing at school. None of the 13 questions related to this practice received more than 90% correct answers. The boys and girls demonstrated a comparable level of knowledge and practice in the area of food safety. It was showed that the place of school influenced answers to a greater extent compared to gender.Originality/valueThe results of the study play an important role in the prevention of food poisoning and are useful for the teachers, staff of training institutions and parents. They can also inspire institutions in countries with a high incidence of food poisoning to search for the causes in the inappropriate hygienic practices of young children.

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Deshmukh, Richa S., Jill M. Pentimonti, Tricia A. Zucker, and Bridget Curry. "Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading." Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 150–66. http://dx.doi.org/10.1044/2021_lshss-21-00020.

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Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Method: Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Results: Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Conclusions: Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts . Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.

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Feagans, Lynne, and Kaye Fendt. "The effects of intervention and social class on children's answers to concrete and abstract questions." Journal of Applied Developmental Psychology 12, no. 1 (January 1991): 115–30. http://dx.doi.org/10.1016/0193-3973(91)90035-3.

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Siregar, Irma HY, Wiworo Haryani, and Salsabella Wanda Chaerunnnisa. "Contemporary Wayang Stories in Enhancing Cognitive and Skills of Children in Maintaining Dental and Oral Health." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 6, no. 2 (March 7, 2024): 352. http://dx.doi.org/10.20527/btjpm.v6i2.10769.

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The prevalence of dental caries in children is still relatively high in Indonesia. One of the causes is neglect of oral and dental health maintenance. The school dental health business Program carried out to overcome this has not covered all elementary schools in Indonesia. Given the importance of maintaining children's dental and oral health, improving children's dental health promotion programs at school is necessary. Community service has been carried out at MI Al Khaeriyah, Jabungan Semarang city is a promotive program that aims to improve oral hygiene and children's knowledge in maintaining their dental health. Promotional efforts were carried out in packages consisting of fairy tales, interactive questions and answers, demonstrations, and mass brushing of teeth for 42 students in grades 1-6 elementary school. The results showed an increase in knowledge, both to 93% and followed by an increase in dental and oral hygiene criteria by 81%. Counseling in the form of fairy tales, interactive questions and answers, demonstrations, and mass tooth-brushes can motivate students to behave positively in maintaining healthy teeth every day. Promotive actions in children need to be increased and implemented on an ongoing basis to maintain positive behavior, reduce the prevalence rate of caries in the future, and support existing school dental health business programs.

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Cahyaninghati, Wahyu, I. Made Gede Anadhi, and Ida Bagus Komang Sindu Putra. "Improving Children's Language Aspects Through Educational Game Tool Mystery Sock at Kindergarten." TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 9, no. 1 (June 30, 2023): 66. http://dx.doi.org/10.26858/tematik.v9i1.46707.

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Language is a way to communicate between individuals and other individuals. In Taman Kurnia Kindergarten Denpasar, there are some children in learning who are less active in delivering questions and answers in play activities and questions and answers from teachers. The purpose of this study was to improve language development in children with APE Mystery Sock. The method used is descriptive qualitative, data collection techniques through observation, interviews and documentation. The source of the data is teachers, children aged 5-6 years in Taman Kurnia Kindergarten based on purposive sampling techniques. The results showed that based on the findings obtained by the researchers, the first data on the cognitive abilities of students during the first cycle of learning were 4 children in the category of developing as expected, and increasing by 18 children to 22 children in cycle II in the category of developing very well and developing as expected. Based on this presentation, it can be seen that the mystery sock game can help the language development of students in Taman Kurnia Denpasar.

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Glisic, Tanja. "Teacher-child interaction initiated with children’s questions." Zbornik Instituta za pedagoska istrazivanja 52, no. 1 (2020): 181–215. http://dx.doi.org/10.2298/zipi2001181g.

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This paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children?s questions. Insight into the existing body of research shows that there is a lack of similar studies, which address the cognitive side of such situations, but where the social aspect is neglected. Systematic observation was used to describe interaction situations in preschools initiated by children aged three to six years asking teachers questions. Qualitative and quantitative data analysis was performed, indicating consistency between the type of the child?s question, the teacher?s answer and the course of the interaction. After children receive answers to their questions requesting new information (cognitive questions) or those intended to create conditions necessary for particular activities (action-related questions), interaction ends. On the other hand, children ask so-called social questions for the sake of interaction, and it depends on the teacher?s reply whether they will develop. Another finding suggests that children?s questions are not automatically welcome at just any moment, especially if they go beyond the limits of the teacher guided activity in progress at the time the question is asked. The research findings afford remarkable insight into how preschool teachers with their different adequate responses and behaviours can support children?s development and learning in children- initiated interaction situations.

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Fallon, Barbara, Mark Kartusch, Joanne Filippelli, Nico Trocmé, Tara Black, Parlin Chan, Praveen Sawh, and Nicolette Joh-Carnella. "Ten Answers Every Child Welfare Agency Should Provide." International Journal of Child and Adolescent Resilience 6, no. 1 (May 7, 2020): 36–44. http://dx.doi.org/10.7202/1069074ar.

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A university-child welfare agency partnership between the Factor-Inwentash Faculty of Social Work at the University of Toronto and Highland Shores Children’s Aid (Highland Shores), a child welfare agency in Ontario, allowed for the identification and examination of ten questions to which every child welfare organization should know the answers. Using data primarily from the Ontario Child Abuse and Neglect Data System (OCANDS), members of the partnership were able to answer these key questions about the children and families served by Highland Shores and the services provided to children and families. The Ontario child welfare sector has experienced challenges in utilizing existing data sources to inform practice and policy. The results of this partnership illustrate how administrative data can be used to answer relevant, field-driven questions. Ultimately, the answers to these questions are valuable to the broader child welfare sector and can help to enhance agency accountability and improve services provided to vulnerable children and their families.

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Wahyuni, Endang Sri, and Bertalina. "Edukasi Tentang Sehat dan Bugar dengan Gizi Seimbang Saat Anak Berpuasa." Jurnal Abdimas Multidisiplin 2, no. 5 (September 4, 2023): 8–13. http://dx.doi.org/10.58705/jam.v2i5.216.

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Fasting is an obligation for every mature Muslim. In addition to carrying out obligations, fasting provides benefits in the form of increasing immunity, training children's discipline, training children to be able to control themselves and be patient. Kindergarten-aged children need to be trained to fast so that they are able to fast when the obligation reaches them. Community service activities aim to increase the knowledge of parents/guardians of students, teachers at TKIT Setia, about nutrition for children while fasting The method used is education about balanced nutrition when children are fasting, which is delivered through lectures and questions and answers. Education was also carried out with a competition to make a healthy cone by the parents/guardians of the students. The education was attended by 41 parents/guardians and teachers, and the tumpeng contest was attended by 9 groups. Education increases the knowledge of parents/guardians of students about children's food during fasting. At the end of the delivery of the material, participants can answer oral questions submitted by the speaker. Several tumpeng contested did not meet the requirements for balanced nutrition

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Kamii, Constance, and Kelly A. Russell. "Elapsed Time: Why Is It So Difficult to Teach?" Journal for Research in Mathematics Education 43, no. 3 (May 2012): 296–315. http://dx.doi.org/10.5951/jresematheduc.43.3.0296.

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Based on Piaget's theory of logico-mathematical knowledge, 126 students in grades 2–5 were asked 6 questions about elapsed time. The main reason found for difficulty with elapsed time is children's inability to coordinate hierarchical units (hours and minutes). For example, many students answered that the duration between 8:30 and 11:00 was 3 hours 30 minutes (because from 8:00 to 11:00 is 3 hours, and 30 more minutes is 3 hours 30 minutes). Coordination was found to begin among logicomathematically advanced students, through reflective (constructive) abstraction from within. The educational implications drawn are that students must be encouraged to think about durations in daily living and to do their own thinking rather than being taught procedures for producing correct answers to elapsed-time questions.

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Kazemi, Elham. "Exploring test performance in mathematics: the questions children’s answers raise." Journal of Mathematical Behavior 21, no. 2 (2002): 203–24. http://dx.doi.org/10.1016/s0732-3123(02)00118-9.

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MOSTOW, JACK, YI-TING HUANG, HYEJU JANG, ANDERS WEINSTEIN, JOE VALERI, and DONNA GATES. "Developing, evaluating, and refining an automatic generator of diagnostic multiple choice cloze questions to assess children's comprehension while reading." Natural Language Engineering 23, no. 2 (April 14, 2016): 245–94. http://dx.doi.org/10.1017/s1351324916000024.

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AbstractWe describe the development, pilot-testing, refinement, and four evaluations of Diagnostic Question Generator (DQGen), which automatically generates multiple choice cloze (fill-in-the-blank) questions to test children's comprehension while reading a given text. Unlike previous methods, DQGen tests comprehension not only of an individual sentence but of the context preceding it. To test different aspects of comprehension, DQGen generates three types of distractors: ungrammatical distractors test syntax; nonsensical distractors test semantics; and locally plausible distractors test inter-sentential processing.(1)A pilot study of DQGen 2012 evaluated its overall questions and individual distractors, guiding its refinement into DQGen 2014.(2)Twenty-four elementary students generated 200 responses to multiple choice cloze questions that DQGen 2014 generated from forty-eight stories. In 130 of the responses, the child chose the correct answer. We define thedistractivenessof a distractor as the frequency with which students choose it over the correct answer. The incorrect responses were consistent with expected distractiveness: twenty-seven were plausible, twenty-two were nonsensical, fourteen were ungrammatical, and seven were null.(3)To compare DQGen 2014 against DQGen 2012, five human judges categorized candidate choices without knowing their intended type or whether they were the correct answer or a distractor generated by DQGen 2012 or DQGen 2014. The percentage of distractors categorized as their intended type was significantly higher for DQGen 2014.(4)We evaluated DQGen 2014 against human performance based on 1,486 similarly blind categorizations by twenty-seven judges of sixteen correct answers, forty-eight distractors generated by DQGen 2014, and 504 distractors authored by twenty-one humans. Surprisingly, DQGen 2014 did significantly better than humans at generating ungrammatical distractors and marginally better than humans at generating nonsensical distractors, albeit slightly worse at generating plausible distractors. Moreover, vetting DQGen 2014's output and writing distractors only when necessary would halve the time to write them all, and produce higher quality distractors.

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Intansari, Ilfi, Sisca Wulandari, Ujang Sugara, and Nor Aida Abdul Rahman. "Healthy and Halal Food’s Contribution to Children After The Covid-19 Pandemic." Journal of Halal Science, Industry, and Business 1, no. 2 (November 26, 2023): 1–10. http://dx.doi.org/10.31098/jhasib.v1i2.1964.

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This research aimed to Educate children about healthy and halal food in their growth and development, provide experience to children about healthy and halal food practices, and analyze the improvement of children's post-service knowledge about healthy and halal food. The data analysis used quantitative and qualitative descriptive techniques. The researchers used quantitative analysis to observe the difference between pre-test and post-test, and these differences were subsequently explained. Qualitative analysis was used by researchers on observational data. The results of these observations were then described. Through the research process, this study found that children received education about healthy food and halal in the growth and development of children, as evidenced by the observations during the activities of children listening to explanations submitted by researchers. Furthermore, Children enthusiastically worked on questions and answers, as observed through their eagerness to answer questions from researchers, and they enthusiastically worked on practical activities, as evidenced by the results of observations that they enthusiastically searched and pasted pictures and words. Halal food contributes to children's growth and development. This study initiative distinguished itself by placing a unique emphasis on providing knowledge to children regarding the complexities and advantages of nutritious and halal food for optimal growth in the aftermath of the COVID-19 pandemic in Indonesia. It aimed to fill a crucial gap in children's education. This study had its limitations as it was conducted only at one elementary school.

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Roebers, Claudia M. "Developmental Progression in Children’s Strategic Memory Regulation." Swiss Journal of Psychology 65, no. 3 (September 2006): 193–200. http://dx.doi.org/10.1024/1421-0185.65.3.193.

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A developmental study was conducted that investigated 7- to 11- years-olds’ ability to strategically regulate their memory performance. The study, based on Koriat and Goldsmith’s (1996) theoretical framework, sought to stimulate strategic regulation processes. In order to do so, the threshold to provide or withhold answers was manipulated and included bonuses for correct responding and penalties for incorrect answers. Participants were shown a video concerning the production of sugar from beets and were individually interviewed a week later. Responses had to be made to both answerable and unanswerable questions in both an open-ended and a yes/no question format. The results revealed that depending on the question format, there were different effects of the threshold manipulations on the frequencies of correct, incorrect, and “I don’t know” responses. Although there were no differences in response behaviour between the 1:0 and 1:1 incentives conditions when the questions were open-ended, children were able to differentially respond to the two bonus-to-penalty ratios when the questions were in yes/no format. Consistently, there were no interactions between age and response threshold indicating that strategic regulation competencies develop slowly but continuously during the primary school years showing the first signs of emerging competencies from an age of 7 onwards.

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Pytel, Krzysztof, Małgorzata Piaskowska, and Piotr Migo. "TEACHING BIOSCIENCE IN PRIMARY AND MIDDLE SCHOOL AND CHILDREN'S ECOLOGICAL AWARENESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 298. http://dx.doi.org/10.17770/sie2016vol2.1368.

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In the article, the aims of teaching bioscience in primary and middle school have been introduced. Core curriculum has been mentioned as well, and the tools that may be used by a teacher to convey theory and practical knowledge in the most efficient way have been discussed. Furthermore, it has been noticed that various ecological ventures have a positive impact on children's ecological awareness. In the second part of the article, results of surveys conducted among primary and middle school students have been introduced. It embraces also questions and answers, in which children describe their knowledge level about the condition of environment and talk about their attitude towards taking care of nature, and what are the stimuli of such demeanours. In addition, the task of surveys was to find out which issues teachers pay particular attention to. The last two questions were to check the knowledge.

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PİLTEN UFUK, Şahru, and Gülhiz PİLTEN. "GENDER ĠN TURKĠSH CHĠLDREN LĠTERATURE (1): THE REPRESENTATĠON OF GĠRL AS A SOCĠAL ACTOR." Turkology 109, no. 1 (March 15, 2022): 70–90. http://dx.doi.org/10.47526/2022-1/2664-3162.05.

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Children's literature products; have an important function in terms of preparing children for life, setting an example for them and giving them experience. Regardless of the age group, the child identifies with the heroes of the stories he / she reads and creates a model for himself from these characters. Fictional characters have an important role in helping children acquire the necessary skills to solve the problems they experience in daily life. Children seek answers to the questions that arise in their minds through these characters in the books. This study is the first of a series of studies in which the concept of girl in Turkish children‘s literature is planned to be examined in different dimensions. In this study, the representation of the term girl in Turkish children's books was investigated in the context of gender and gender roles. In the study, the collocation analysis method was used with a corpus-based approach, aiming to reach objective and more generalizable results based on a large database. In this context, firstly, the collocations of the kız (girl) in the Turkish Children's Literature Corpus, which is the most comprehensive corpus on Turkish children's literature, were determined and then evaluated in terms of overdetermination, identification, appraisement, nomination, individualisation, assimilation, indetermination, and differentiation categories, which Van Leeuwen (1996) emphasized the importance in the representation of social actors. As a result of the analysis, it has been revealed that the collocation patterns in Turkish children's literature can cause the formation of a girl prototype drawn in the minds of children within the framework of gender stereotypes.

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Dreimane, Santa. "Social Adaptation of Children in a Mixed Age Group in Montessori Preschool Educational Institution." International Journal of Smart Education and Urban Society 9, no. 3 (July 2018): 40–51. http://dx.doi.org/10.4018/ijseus.2018070104.

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The article explores the opportunities of children's social adaptation in a mixed age group in one Montessori preschool educational institution in Riga, Latvia. To find answers to the set research questions, the researcher carried out the observation of eight children, interviewed two teachers working in the preschool and surveyed the parents whose children were observed. The findings indicated several problems concerning social adaptation in the mixed age group at the Montessori preschool.

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Melo, Joana Vitória, Gustavo Peres, Éllen Andrade, Daniela Nogueira, Márcia Cruz, and Neusa Dantas-Neta. "Conhecimento dos acadêmicos de odontologia sobre traumatismos em dentes decíduos." Journal of Dentistry & Public Health 10, no. 2 (December 19, 2019): 89. http://dx.doi.org/10.17267/2596-3368dentistry.v10i2.2436.

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INTRODUCTION: Dental trauma is the set of impacts that affect the teeth and their supporting structures from enamel fracture to the definitive loss of the dental element. Among the main etiological factors of childhood dental trauma are sports practices, car accidents, child-related activities, aggressions and individual predisposing factors. The prognosis of traumatic lesions is influenced by the type and severity of the injury, the time interval between the trauma episode and the initial treatment. OBJECTIVE: To analyze the knowledge of dentistry academics of a higher education institution on dental trauma in primary teeth. MATERIAL AND METHODS: This is a transversal research. The data were collected through the application of a questionnaire, with questions about knowledge in dental trauma and the conduct of dental trauma, carried out with students who attended the discipline of Integrated Children's Clinic I, II and III. A descriptive analysis of the data was performed and the Linear Trend Test was applied, considering p value <0.05. RESULTS: A low level of academic knowledge about the subject was observed, only 8% answered all questions, with the least amount of correct answers in cases of subluxation (37.3% of correct answers) and avulsion (41.2% of correct answers). There was no association of the period with level of knowledge (p value> 0.05). CONCLUSION: The students' knowledge about dental trauma is low, mainly in the treatment of cases of trauma, such as subluxation and avulsion.

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Goodman, Gail S., Bette L. Bottoms, Beth M. Schwartz-Kenney, and Leslie Rudy. "Children’s Testimony About a Stressful Event: Improving Children’s Reports." Journal of Narrative and Life History 1, no. 1 (January 1, 1991): 69–99. http://dx.doi.org/10.1075/jnlh.1.1.05chi.

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Abstract Age differences in children's ability to recount a stressful event were explored, as were several ways to improve children's reports. Seventy 3- to 7 year olds were videotaped while receiving inoculations at a medical clinic. It was predicted that multiple interviews would maintain memory and strengthen resistance to sugges-tion. It was also predicted that social support would ease intimidation and thus lessen children's suggestibility. To test these predictions, children were inter-viewed either once after a 4-week delay or twice, following 2- and 4-week delays, and under either "reinforcing" or "nonreinforcing" conditions. Age differences in answers to specific and misleading questions and in performance on a photo identification task were prevalent. However, multiple interviews and reinforce-ment supported more accurate reports. Training was effective in reducing false identifications on the photo identification task, especially for older children. Children's accuracy was unrelated to parental ratings of the stressfulness of the event. Our findings have implications for the testimony of child victim witnesses and for child-adult reconstruction of a child's past history. (Psychology)

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Anggraini, Apriana, and Sri Watini. "IMPLEMENTASI REWARD ASYIK DALAM MENINGKATKAN MOTIVASI BELAJAR ANAK DI PAUD NURUL ISLAM PANDEGLANG." Jurnal Anak Bangsa 1, no. 2 (August 28, 2022): 146–57. http://dx.doi.org/10.46306/jas.v1i2.15.

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This research is a qualitative research that aims to determine the increase in children's learning motivation in PAUD Nurul Islam Pandeglang Class B. With the pandemic, it turns out that it also has an impact on decreasing children's enthusiasm for learning at school. Therefore, the authors seek to find new innovations that can increase children's learning motivation at school. The method used by the author in an effort to increase student motivation at PAUD Nurul Islam Pandeglang is to use Reward ASYIK at the time of learning reflection. This ASYIK reward was first proposed by a Lecturer at Panca Sakti University Bekasi, Sri Watini, in 2016. This ASYIK reward is very easy to implement and the children are very happy to do it. This ASYIK reward is given to students when students can answer questions or can complete what is asked by the teacher. It starts with the teacher saying, “Say…,” then the child answers, “I can, I am great, I succeeded, yes”. This FUN reward is given with the aim of being able to motivate themselves that they are great. By using this ASYIK Reward, it can be seen that there is a change in the attitudes and learning motivation of children at PAUD Nurul Islam Pandeglang

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Rubene, Zanda. "The Portret of a Contemporary Child and Youngster in the Global Education Space." International Journal of Smart Education and Urban Society 9, no. 3 (July 2018): 17–26. http://dx.doi.org/10.4018/ijseus.2018070102.

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The world of transformations changes radically the education process. Theoreticians and practitioners of pedagogy recognize that methods and strategies consolidated over centuries very often have become ineffective in modern education practice. Therefore, the researchers' interest in childhood studies nowadays is natural. They define children's and youngster`s culture as different, unknown and incomprehensible. The researchers initiate a number of questions that need to be answered in order to cooperate with children and youngsters in school and in the family. How can teachers work efficiently in the modern school? How should adults implement modern pedagogical goals and which pedagogical methods to use to attain them? How do they perceive this world, what do they want to achieve in life? Which are the specific features of the representatives of this generation and how do they wish to cooperate with other generations? This article will be an attempt to provide some possible answers to those questions.

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Russell, James, and Harriet M. Haworth. "Appearance versus Reality in Dyadic Interaction: Evidence for a Lingering Phenomenism." International Journal of Behavioral Development 11, no. 2 (June 1988): 155–70. http://dx.doi.org/10.1177/016502548801100202.

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We investigated the strength of children's tendency to give phenomenist readings of neutral questions about object properties (e.g. "What colour are these things?") in illusory contexts. The question was whether two kinds of social pressure to produce a realist reading would mitigate this tendency. In the experimental groups, pairs of children between 4½ and 7½ years of age were presented with visual illusions. In the symmetrical conflict condition each child had an equally illusory view which contradicted the view of the partner; and in the asymmetrical conflict condition one child had an illusory view and the partner had a non-illusory view. In the first case the realist answer provided a way out of an impasse and in the second case it was in direct opposition to the phenomenist answer. The number of agreed phenomenist readings was very similar to the number of phenomenist answers given in three solo conditions, and it steadily decreased with age. However, examination of videotapes of the interactions showed that the nature of the agreed answer was not unaffected by what the children said to each other and not unaffected by (separately assessed) social dominance. The data were interpreted as evidence for a lingering phenomenism.

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Zanetti, Luca. "why am i here? the challenges of exploring children's existential questions in the community of inquiry." childhood & philosophy 16, no. 36 (March 26, 2020): 01–26. http://dx.doi.org/10.12957/childphilo.2020.47050.

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Children ask existential questions, that is, questions about death, the meaning of existence, free will, God, the origin of everything, and kindred questions. P4/wC has the aspiration to give to children the occasion to discover and explore their questions in a safe environment, the community of inquiry. Thus, existential questioning should be possible in a community of inquiry. However, it is unclear whether the pedagogy of the community of inquiry can accommodate existential questioning. The chief trouble is that existential questioning might be a cause of suffering: children might be unable to contain the emotional intensity that is experienced when we inquire about topics like death and the meaning of existence. In a community of inquiry, the emphasis over the community and the autonomy that children experience in choosing the questions for their inquiry might create occasions of suffering: some children might not be prepared to discuss existential issues or might be troubled by the candidate answers they explore and eventually end up to endorse. In this paper I highlight some of the main challenges that we need to face if we want to make room for existential questioning in the community of inquiry.

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Roebers, Claudia M., and Olivia Fernandez. "The Effects of Accuracy Motivation on Children's and Adults' Event Recall, Suggestibility, and Their Answers to Unanswerable Questions." Journal of Cognition and Development 3, no. 4 (November 2002): 415–43. http://dx.doi.org/10.1080/15248372.2002.9669676.

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Lyon, Thomas D., Karen J. Saywitz, Debra L. Kaplan, and Joyce S. Dorado. "Reducing maltreated children's reluctance to answer hypothetical oath-taking competency questions." Law and Human Behavior 25, no. 1 (2001): 81–92. http://dx.doi.org/10.1023/a:1005644010134.

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Penova, Paulina. "The Dispute Over a Children’s Book Related to Sex Educatio." Media and Language Journal 1, no. 11 (June 14, 2022): 92–101. http://dx.doi.org/10.58894/gepi3890.

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The sexual education of kids is an important topic, which despite its delicacy should be publicly discussed and analysed so that it can be helpful primarily for parents. As their children's first teachers, parents are often faced with the intimate questions, asked by their children and for which answers they are not prepared. The possibilities for sex education of kids are numerous and one of them are the books, which encourage families to talk with their children about these topics. The present text explores the appearance of one such book on the Czech marke

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Sowder, Judith. "Research into Practice: Place Value as the Key to Teaching Decimal Operations." Teaching Children Mathematics 3, no. 8 (April 1997): 448–53. http://dx.doi.org/10.5951/tcm.3.8.0448.

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Some years ago I examined several middle school students' understanding of numbers (Threadgill-Sowder 1984). The answers that students gave me during that study showed me that their understanding, developed largely through experiences in the elementary grades, was fuzzy and led me to undertake a decade of research on children's number sense in the elementary and middle school grades. I will set the stage for this article by sharing two of the questions I gave the students during that study and some of the responses I received.

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Whittaker, S. J., and E. J. Robinson. "An Investigation of the Consequences of One Feature of Teacher-Child Talk for Children's Awareness of Ambiguity in Verbal Messages." International Journal of Behavioral Development 10, no. 4 (December 1987): 425–38. http://dx.doi.org/10.1177/016502548701000404.

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The aim was to identify features of 5-and 6-year-old children's everyday lives which contribute to their understanding about the requirements of effective verbal communication. An analysis of naturalistic data comparing talk to children at home and at school indicated several features of adultchild talk occurring frequently at school but rarely at home. One such feature was the asking of question sequences intended to elicit a particular answer. The teacher continued to ask questions until that answer was supplied. In an intervention study we investigated whether this use of extended question sequences promoted children's understanding of ambiguity. The results showed that it did. There was also learning during the training itself. This feature of teacher-child talk may promote understanding of ambiguity because it draws children's attention to a distinction they often fail to make: between the speaker's intended meaning and the verbal message used to convey that meaning to a listener.

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Demiy, Alina, Agata Kalemba, Maria Lorent, Anna Pecuch, Ewelina Wolańska, Marlena Telenga, and Ewa Z. Gieysztor. "A Child’s Perception of Their Developmental Difficulties in Relation to Their Adult Assessment. Analysis of the INPP Questionnaire." Journal of Personalized Medicine 10, no. 4 (October 5, 2020): 156. http://dx.doi.org/10.3390/jpm10040156.

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This study involved a comparison of the perception of developmental difficulties in a child by the parents, the teacher, and through the child’s self-assessment. Based on the Institute for Neuro-Psychological Psychology (INPP) questionnaire according to S. Goddard Blythe, three groups were examined: schoolchildren, parents, and teachers. Each of them answered a set of 21 questions and assessed the degree of occurrence of a given difficulty for the child on a scale from 0 to 4. The questions concerned psychomotor problems related to balance, motor coordination and concentration, as well as school skills. In total, 49 questionnaires from children and parents and 46 from teachers were used for the study. The mean answer to each question was calculated within the following groups: child–parent, child–teacher, and parent–teacher. The sum of the children’s answer points was significantly higher than the sum of the parents’ answer points (p = 0.037). Children assessed their developmental difficulties more strongly than teachers, but this difference was not statistically significant. The individual difficulties of the children were assessed significantly more seriously or more gently than by the National Scientific Conference “Human health problems—causes, present state, ways for the future” speeches by 44 teacher participants on 5 June 2020. Parents and teachers also assessed the children’s difficulties significantly differently (p = 0.044). The biggest difference in answers concerned the question of maintaining attention. The obtained results indicate a significant difference in the perception of difficulties occurring in the same child by the teacher and the parent. The child’s behavior in school and home environments may be different and, depending on the requirements, assessed differently. Children perceive their difficulties much more seriously than adults. Talking and the support of adults can make it easier for a child to overcome developmental difficulties.

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Journal articles on the topic 'Children's questions and answers'

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