Relevant bibliographies by topics / Children ages 8-12

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children ages 8-12'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Children ages 8-12"

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Walen, Kirsten H. "Cancers in Children Ages 8 to 12 Are Injury-Related." Journal of Cancer Therapy 06, no. 02 (2015): 177–81. http://dx.doi.org/10.4236/jct.2015.62020.

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Tirella, Linda Grey, Wilma Chan, and Laurie C. Miller. "Educational Outcomes of Children Adopted From Eastern Europe, Now Ages 8–12." Journal of Research in Childhood Education 20, no. 4 (2006): 245–54. http://dx.doi.org/10.1080/02568540609594565.

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Lukman, Hera, John E. Kiat, Asha Ganesan, Wei Ling Chua, Kheng Leik Khor, and Yee Fong Choong. "Negative social reaction to strabismus in school children ages 8-12 years." Journal of American Association for Pediatric Ophthalmology and Strabismus 15, no. 3 (2011): 238–40. http://dx.doi.org/10.1016/j.jaapos.2011.01.158.

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Fan, J., H. L. Gu, H. L. Yang, W. Y. Wang, J. Yi, and Y. S. Du. "Prevalence of depressive disorders in shanghai children aged 8∼12 years." European Psychiatry 26, S2 (2011): 623. http://dx.doi.org/10.1016/s0924-9338(11)72329-x.

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ObjectiveThe purpose of this study was to investigated the prevalence child depression in primary schools.Methods3685 students from Grade 3 to Grade 5 were selected from 7 primary schools of Pudong district in Shanghai by random and cluster sampling. The study design consisted of a screening stage in which the Center for Epidemiological Studies Depression Scale for Children(CES-DC) were used, and a clinical interview stage in which the K-SADS-present state version (K-SADS) and DSM-IV were used. The diagnoses of depressive disorder were made according the DSM-IV criteria.ResultsThe prevalence of children depression was 1.60% (95%CI = 1.19%∼2.00%). The prevalence rate of male(2.08%) was significant higher than that of female (1.09%)(X2=5.40, P = 0.02). The rate of depressive disorder increased with age from 0.57% (8 years old) to 2.47% (12 years old). The prevalence of depression was no significant difference between ages from 8 to 12 years old (X2 = 4.49, P = 0.34).ConclusionThe prevalence rate of children depression in Shanghai is low. The prevalence of depression among boys is much higher than that of girls.It shows the prevalence of depression is no significant difference between ages from 8 to 12 years old.
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Coughlin-Woods, Suzanne, Mark E. Lehman, and Paul A. Cooke. "Ratings of Speech Naturalness of Children Ages 8–16 Years." Perceptual and Motor Skills 100, no. 2 (2005): 295–304. http://dx.doi.org/10.2466/pms.100.2.295-304.

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The focus of this cross-sectional study was the investigation of Speech Naturalness (speech that sounds normal or natural to the listener) of 60 normal speaking children and adolescents between the ages of 8 and 16 years. 26 naive adult listeners rated the naturalness of videotaped and computer-presented speech samples, using a 9-point-Likert rating scale (1: highly natural sounding speech and 9: highly unnatural sounding speech). The children and adolescents who participated as speakers were distributed among 5 age groups (8, 10, 12, 14, and 16 yr.) with 6 boys and 6 girls in each group. Each child demonstrated normal articulation, language, voice, and speech fluency skills. Age and sex comparisons indicated boys' and girls' speech was rated comparably; however, 8-yr.-olds' speech was rated as significantly less natural than those of 12-, 14-, and 16-yr.-olds. Preliminary ratings of Speech Naturalness for normal speaking children were presented. Suggestions for the clinical application of the findings as a target criterion in treatment programs with communicatively impaired children were suggested. Replication with a larger and more representative sample is in order.
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Kucerova, Jarmila, Jiri Rames, Keely Fraser, and Eva Kralikova. "Forms of Smoking Among Children Ages 8 to 12 Years in Prague, Czech Republic." Journal of Child & Adolescent Substance Abuse 27, no. 2 (2017): 67–75. http://dx.doi.org/10.1080/1067828x.2017.1411302.

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Butler, J., P. Moore, G. Mieli-Vergani, and C. Moniz. "Serum Free Thyroxine and Free Tri-Iodothyronine in Normal Children." Annals of Clinical Biochemistry: International Journal of Laboratory Medicine 25, no. 5 (1988): 536–39. http://dx.doi.org/10.1177/000456328802500510.

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Serum free thyroxine (fT4) and free tri-iodothyronine (fT3) were measured in 138 normal school children, adolescents and their younger siblings, whose ages ranged from 3 months to 18 years. Mean fT4 concentration (16·8 pmol/L) was similar to the adult mean concentration of 17 pmol/L and all the values were within the adult reference range. At all ages the fT3 range was considerably higher than the adult reference range and the overall mean fT3 concentration (8·3 pmol/L) was at the upper limit of normal in adults. In subjects aged 13–18 years the mean fT4 concentration was higher and the mean fT3 concentration lower than in children aged 0–12 years. The reasons for these differences are not known, but the data obtained provide a useful guide to the interpretation of serum free thyroid hormone measurements in children.
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Lee, Alice, Fiona E. Gibbon, and Kimberley Spivey. "Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate." Cleft Palate-Craniofacial Journal 54, no. 3 (2017): 262–68. http://dx.doi.org/10.1597/15-088.

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Objective The objective of this study was to investigate whether reduced speech intelligibility in children with cleft palate affects social and personal attribute judgments made by typically developing children of different ages. Design The study (1) measured the correlation between intelligibility scores of speech samples from children with cleft palate and social and personal attribute judgments made by typically developing children based on these samples and (2) compared the attitude judgments made by children of different ages. Participants A total of 90 typically developing children, 30 in each of three age groups (7 to 8 years, 9 to 10 years, and 11 to 12 years). Outcome Measures Speech intelligibility scores and typically developing children s attitudes were measured using eight social and personal attributes on a three-point rating scale. Results There was a significant correlation between the speech intelligibility scores and attitude judgments for a number of traits: “sick-healthy” as rated by the children aged 7 to 8 years, “no friends-friends” by the children aged 9 to 10 years, and “ugly-good looking” and “no friends-friends” by the children aged 11 to 12 years. Children aged 7 to 8 years gave significantly lower ratings for “mean-kind” but higher ratings for “shy-outgoing” when compared with the other two groups. Conclusions Typically developing children tended to make negative social and personal attribute judgments about children with cleft palate based solely on the intelligibility of their speech. Society, educators, and health professionals should work together to ensure that children with cleft palate are not stigmatized by their peers.
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Rees, Gwyther. "Children's daily activities: age variations between 8 and 12 years old across 16 countries." Journal of International and Comparative Social Policy 33, no. 2 (2017): 114–35. http://dx.doi.org/10.1080/21699763.2017.1307778.

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Abstract This article uses information reported by over 54,000 children aged 8–12 years old about their daily activities in a diverse sample of 16 countries across four continents. It explores between-country similarities and differences in patterns of activities across this age range. The analysis focuses on four topics identified in previous research – involvement with housework, the emphasis on educational activities, the balance between active and sedentary leisure activities, and the balance between time spent with family and friends. The results suggest diverging age variations in children's activities across countries between the ages of 8 and 12 including tentative evidence of differences between low-income and high-income countries. They also highlight the need to understand children's daily activities within the specific context of individual countries.
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GRANT, D. B., D. B. DUNGER, and E. C. BURNS. "Long-term treatment with diazoxide in childhood hyperinsulinism." Acta Endocrinologica 113, no. 4_Suppl (1986): S340—S345. http://dx.doi.org/10.1530/acta.0.112s340.

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Abstract This paper reviews the outcome in 12 children with hyperinsulinaemic hypoglycaemia who first developed symptoms between the ages of 2 and 8 months and who were treated with diazoxide (5 - 20 mg/kg/day) for 2-13 years. Two cases required subtotal pancreatectomy at the ages of 5 and 10 years because of recurrent hypoglycaemia and one girl with severe retardation died at the age of 6 years while still on diazoxide therapy. Two patients aged 3.5 and 9 years are still on treatment and in 7 cases diazoxide was discontinued between the ages of 2.5 and 14 years, indicating that spontaneous remission can be expected in a high proportion of children with post-neonatal hyperinsulinaemic hypoglycaemia. Of the 9 children who started diazoxide within 3 months of the onset of symptoms, 5 are of normal intelligence and 4 are moderately retarded (IQs 63-71). In 3 children diazoxide was started 8 months to 3 years after the onset of symptoms; two are retarded (IQs 60-70) and the third was severely retarded and died aged 6 years.
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Dissertations / Theses on the topic "Children ages 8-12"

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Romero, De Alvarez Lydia. "The use of drugs by children ages 8-12 in an inner city elementary school of a northeastern metropolis /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10810031.

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Thesis (Ed. D)--Teachers College, Columbia University 1988.<br>Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Includes bibliographical references (leaves 141-158).
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Cummings, Mike. "The Relationship Between Raw Scores on the Kaufman Assessment Battery for Children and School Attendance for Sioux Children Ages 8-12." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6023.

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A study was conducted to examine one aspect of construct validity for the Kaufman Assessment Battery for Children (K-ABC). Forty-eight Sioux children at five age levels (8 to 12.5) were used in this study. Relying on theories of child development, most tests of mental abilities have been constructed so that raw scores will increase with age. Pearson r correlation coefficients between age and raw scores were calculated across five age levels for this sample of Sioux children. The Simultaneous-, Sequential-, and Achievement-scale raw scores significantly correlate with age at the .05 level for a one-tailed test of significance. Number Recall and Word Order did not significantly correlate with age. Z-score comparisons between the standardization sample (n = 900) and the Sioux sample were calculated. Statistically significant Z-score discrepancies were obtained on a two-tailed test of significance (.05) for the total Simultaneous scale, for Spatial Memory, and for Hand Movements. Gender differences were found between the Sioux males and standardization males. This study also examined the possible effects of school attendance and gender on three K-ABC global scales. An ANOVA (method of unweighted means) test of statistical significance was computed to determine main and interaction effects on the Simultaneous, Sequential, and Achievement scales. There was no significant main effect between the two classification variables and the three global scale scores. Results did indicate Sioux males tended to obtain lower Sequential scores in the low attendance condition and low attending females obtained lower scores on the Simultaneous scale.
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Klassen, Andrea Nicole. "The contribution of temperament to children's happiness." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2805.

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The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed.
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Houlberg-Laursen, Maria. "Simply Cooking - an interaction design project for children aged 8-12." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21890.

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The skill of cooking a meal from start to end is becoming a stressful every day activity in many homes in Denmark. Less and less parents focus on including their children in preparing dinner because they see it as a time-consuming activity that the child would rather be left out of. In this paper we examine the importance of teaching children how to cook from a young age as well as we investigate in why it can seem like such a big task for them to actually get started with cooking. The study focuses on how to develop an interactive tablet and smartphone application that provides children with an explorative platform for them to develop their cooking skills on. The detailed process of developing a simple tablet/smartphone application is explored in order to arrive at an understand of the challenges children face when cooking, how we encourage them to cook and how we facilitate them with the best possible options for this. By doing several explorative workshops and studying previous research about how children learn, understand and explore their creativity, we arrive at an understanding of the challenges, limits and benefits there would be with an application like this.
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Baloyi, Khensani Samuel. "The role of gender and handedness on language functions in children aged 8-12 Mankweng Circuit, Limpopo Province in South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1735.

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Bense, Megan Sylvia. "The effect of an oculomotor-vestibular-proprioceptive sensory stimulation programme on reading skills in children aged 8 to 12 years 11 months." Thesis, 2016. http://hdl.handle.net/10539/22384.

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A dissertation submitted to the Faculty of Health Sciences, School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science in Occupational Therapy. 21 November 2016<br>The oculomotor system plays an important role in reading skills. A sensory stimulation oculomotor-vestibular-proprioceptive intervention programme was provided to primary school children who were based at a remedial school and were identified as poor readers. A sample of 30 children ranging between 8 years and 12 years 11 months formed the final participants for the study. Learners were divided into two groups and the programme was presented in an alternate group design with groups acting as a control when not receiving intervention. The intervention sessions were carried out twice weekly for three weeks. The assessments included the Neale Analysis of Reading, the Developmental Eye Movement test and an informal eye movement test. The change in oculomotor function and reading over the intervention and control periods for both groups was determined. The results of this study were used to explore the impact of sensory stimulation on oculomotor function and reading skills. Significant positive changes were recorded for both groups but for different components of oculomotor function and reading. Group A had significant change for eye movements across the midline, DEM horizontal scores and rate of reading. Group A continued to improve after the intervention was withdrawn. Group B had significant change for quick localisation, DEM errors scores and reading accuracy and comprehension. Moderate correlations were found between vertical and horizontal scores, accuracy, and rate of reading.<br>MT2017
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Drncová, Lucie. "Názory dětí na atletiku a jejich postoje k tréninku v atletických klubech Prahy 6 (komparační studie)." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-323099.

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Tittle: Childrensˈopinions on Track and Field and their attitudes towards the practices in athletic clubs of Prague 6 (comparative study) Student: Bc. Lucie Drncová Supervisor: PhDr. Aleš Kaplan, Ph.D. Main goals: an investigation of the attitudes and opinions towards Track and Field and athletic practices for school age children in the selected clubs in Prague 6, a monitoring of selected world and Czech popular track and field athletes and also an exploration of the knowledge of important track and field athletes by children in this age group. Methodology: A survey was used in order to meet the main goals of this work. Four athletic clubs from Prague 6 that work with the youth were asked to participate in this survey. N = 154 completed questionnaires were collected. Questionnaires were divided into categories by gender and also by age. The interviewees were between the ages of 8 and 12. The main scope and purpose of the research was to investigate the attitudes, beliefs and motivation of children to do track and field and its various disciplines. In this study we were also interested in the children knowledge of the most famous world and Czech athletic personalities. Results: Research has shown that there are no major differences in attitudes and opinions between the boys and girls or between the...
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Books on the topic "Children ages 8-12"

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Spirt, Diana L. Introducing bookplots 3: A book talk guide for use with readers ages 8-12. Bowker, 1988.

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Turansky, Scott. The treasure hunters: 8 session children's program discovering God's treasures in family life, for children ages 3-12. Effective Parenting, 2006.

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Inspiring children to read and write for pleasure: Using literature to inspire literacy learning for ages 8-12. Routledge, 2011.

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Robinson, Marilyn. Little town in a big woods: The story of the young years of Batavia, Illinois for children ages, 8 to 12. M. Robinson, 1989.

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1964-, Wallner Rosemary, ed. Doing the days: A year's worth of creative journaling, drawing, listening, reading, thinking, arts & crafts activities for children, ages 8-12. Free Spirit Pub., 1994.

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Escott, John. The railway children. Brimax, 1994.

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Hall, Lindsey. Dear kids of alcoholics. Gürze Books, 1988.

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Goscinny. Nicholas again. Phaidon, 2006.

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1972-, Haugen Ryan, ed. What's up, doc?: A book of doctor jokes. Picture Window Books, 2006.

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Stanley, Diane. Shaka: King of the Zulus. Mulberry Books, 1994.

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Book chapters on the topic "Children ages 8-12"

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Valkenburg, Patti M., and Jessica Taylor Piotrowski. "Children." In Plugged In. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300218879.003.0005.

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This chapter highlights how children 5–12 years of age perceive the world—connecting this development with their media preferences. Since five-year-olds and nine-year-olds look at the world very differently, this age period is divided into two groups: young elementary schoolchildren (5–7 years old) and preadolescents (8–12). For both groups, the chapter discusses the most significant developmental changes and connects these changes with media preferences. For example, what is the “spinach syndrome”? What sort of humor do children in both age groups prefer? Why do children recognize bad acting only at around eight years? Why does collecting become important to children in this period? And when and why does the peer group emerge as a key context?
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Lee, Christine U., and James F. Glockner. "Case 7.11." In Mayo Clinic Body MRI Case Review, edited by Christine U. Lee and James F. Glockner. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199915705.003.0172.

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4-year-old girl with vomiting, diarrhea, fever, and a palpable abdominal mass Axial fat-suppressed FSE (Figure 7.11.1) and axial postgadolinium 3D SPGR (Figure 7.11.2) images show a large heterogeneous mass originating from the anterior right kidney. Wilms tumor Wilms tumor is the most common abdominal malignancy in children, with an annual incidence of 8 cases per 1 million persons. Most patients (80%) present between ages 1 and 5 years, usually with an incidentally discovered abdominal mass. Bilateral tumors are found in 5% of cases, and these are associated with an earlier presentation, a higher incidence of associated congenital abnormalities, and a higher incidence of nephroblastomatosis (multiple rests of persistent embryonic renal parenchyma). Among children with Wilms tumor, 12% have associated congenital abnormalities, including GU abnormalities (5%), hemihypertrophy (2%), and aniridia (1%). Syndromes associated with Wilms tumor include Beckwith-Wiedemann (macroglossia, exomphalos, and gigantism), Denys-Drash (male pseudohermaphroditism and glomerular disease), WAGR (Wilms tumor, aniridia, GU abnormalities, and mental retardation), Sotos (cerebral gigantism), and Bloom (immunodeficiency and facial telangiectasia)....
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Dietz, Laura J. "Developmental Adaptations for FB-IPT for Depressed Preadolescents." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0003.

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Chapter 3 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the basics of family-based interpersonal therapy (FB-IPT), which is a psychosocial intervention for treating depression in preadolescents (ages 7–12). Adapted from interpersonal psychotherapy for depressed adolescents (IPT-A), FB-IPT includes several developmental modifications, including systematically involving a parent weekly in treatment, presenting treatment strategies visually, teaching communication skills in age-appropriate language, and having the preteen experiment with initiating social interactions outside of sessions in order to improve her engagement intreatment and acquisition of new skills. FB-IPT identifies treatment targets for both preadolescents and parents and is easily modified to target younger children’s (ages 7–8) cognitive and verbal abilities.
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Sadykova, Dinara, Liliia Galimova, Evgeniia Slastnikova, Zulfiia Khabibrakhmanova, and Natalya Guseva. "Arterial Stiffness Assessment in Children with Familial Hypercholesterolemia." In Management of Dyslipidemia. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96018.

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Familial hypercholesterolemia (FH) is the genetic disease which characterized by an increase of level total cholesterol and low density lipoproteins since childhood. The aim of the study was to assess arterial stiffness in children with heterozygous FH by measuring the pulse wave velocity (PWV) in the aorta. The study involved 118 children, 60 healthy children in the control group and 58 children with heterozygous FH in the main group. Both groups were divided into 3 age subgroups: 5–7 years old, 8–12 years old and 13–17 years old. The diagnosis of FH was made using British criteria by Simon Broome. The lipid profile was determined for all children, blood pressure was monitored daily with an estimate of the minimum, mean and maximum PWV (PWVmin, mean PWV, PWVmax) in aorta using oscillometric method. Correlation analysis in patients with FH revealed direct correlation between PWVmin, mean PWV and PWVmax with total cholesterol (r = 0.46, r = 0.46 and r = 0.464, respectively, p &lt; 0.001). The study demonstrates an increase in the PWV in the aorta in children with FH compared with healthy peers from 8–12 years of age and a progression of arterial stiffness most significant in the group of 13–17 years.
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Kay-Flowers, Susan. "Setting the context for the framework: emotions." In Childhood Experiences of Separation and Divorce. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338659.003.0005.

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This chapter provides the context for understanding children’s experiences by describing their initial emotional responses on finding out their parents were separating. Children’s age at the time of separation influenced their awareness and ability to understand what was happening in their family, to make sense of events, therefore responses are reported according to their age at the time their parents’ separation. The following groupings are used: early years (0-4 years), middle childhood (5-8 years), late childhood (9-12 years), teenage years (13-16 years) and late teenage years (17-20 years). Children described a range of emotions including feeling sad, shocked, upset, confused sometimes angry and frustrated. Emotional responses were often tinged with anxiety about what would happen next particularly among those in late childhood or when facing transitions in their own lives such as studying for GCSEs or starting university.
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AlQahtani, Sakher. "Dental age estimation in fetal and children." In Age Estimation. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-12-814491-6.00007-8.

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Durá-Travé, Teodoro, Isabel San Martín-García, Fidel Gallinas-Victoriano, María Malumbres-Chacón, Paula Moreno-González, and María Urretavizcaya-Martinez. "Characteristics of Catch-Up Growth in Very Low Birth Weight Infants (<1500 g)." In Caesarean Section [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96933.

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Features of catch-up growth are not well established in very low birth weight infants (VLBW). The aim of this study is to analyze the catch-up growth in height and some factors associated in a cohort of VLBW (&lt;1500 g) from birth to age 14 years. Retrospective registration of weight and height at birth and ages 0.5, 1, 2, 3, 4, 6, 8, 10, 12 and 14 years in a cohort of 170 VLBW have been recorded Anthropometric variables were compared with those from a control group. Sixty-nine (40.6%) were small for gestational age (SGA subgroup) and 101 (59.4%) were appropriate for gestational age (AGA subgroup). Thirty-seven (21.8%) were extremely low birth weight (ELBW), and 32 (18.8%) extremely preterm (EPT). At age 2, 4 and 10 years, 49.4%, 78.9% and 87.1% VLBW, respectively, did reach normal height. Between 4 and 10 years of age, only 8.2% of VLBW reached normal height. At 10 years of age, 7% of VLBW (1000–1500 g) and 35% of ELBW (&lt;1500 g) showed short stature (p = 0.001). Almost the entire sample of VLBW with normal height at age 2, 4 and 10 have reached an adequate catch-up growth in weight in the previous evaluations. ELBW, SGA and EPT were found to be independent predictors for inadequate catch-up growth in height at 2, 4, and 10 years of age. The growth pattern of children born preterm has particular features: they have a lower rate and/or slowness in the catch-up growth in height with respect to that described in full-term small-for-gestational-age infants. Catch-up in weight appears to be a decisive factor for catch-up in height, and, on this basis, we recommend a rigorous nutritional follow-up in these individuals. If these measures do not help improve catch-up in height, they may be eligible for the establishment of rhGH therapy.
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Alves, Lynn Rosalina Gama. "Digital Games." In Handbook of Research on Immersive Digital Games in Educational Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch004.

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The chapter aims at socializing the results of the investigation that the Gamebook Guardiões da Floresta (Gamebook Guardians of the Forest) had as an interactive, ludic, and mediator environment for stimulation of executive functions for children 8-12 years of age. The research was of a qualitative nature, characterized as a collaborative process of development and research on children, in the Municipal School Roberto Santos, Salvador, Bahia, having participant observation and sensitive listening as investigative devices. The results point to the necessity of giving feedback to the environment and also the continuity through this second part with neuropsychological evaluation before and after the interaction with the Gamebook in order to strengthen the evidences for this media contribution as a learning environment.
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Çat, Arzu Kalafat. "Digital Games and Violence." In Handbook of Research on Children's Consumption of Digital Media. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5733-3.ch018.

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Play plays an important role in the child's emotional, cognitive, and physical development. Children play a role in social relations with social behavior, coming from the top of social conflict, social maturation, and self-esteem. The experiences gained while playing games give the child the ability to find solutions to the problems they face in the social environment. The game, which is the main object of amusement, has moved from the social environment to the virtual atmosphere as a result of technological developments. The main theme of this research is violent games, which are often played by children in elementary school age. Many have come up with the fact that violent visual and textual codes are being used. In this context, in regional surveys conducted in Bolu province, digital games played mostly by 8- to 12-year-old children were determined by face-to-face interview with children. Violent elements in these digital games have been discussed within the framework of relevant theoretical approaches through three games that children play most.
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Contreras, Eduardo C., and Isis I. Contreras. "Development of Communication Skills Through Auditory Training Software in Special Education." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch022.

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There have been issues identified regarding the education of children with hearing disorders. Those do not allow the development of communicative-linguistic competence and language, in addition to an efficient oral or written communication. This causes deficits in vocabulary, delay in morph syntactic structure. Education technologies such as auditory training software have become an educational support for teachers and students. The software was developed to improve communication skills and divided into modules with ascending degrees of difficulty. They are presented in various environments and semantic fields. After about 4 months of effective use in an 8-month period, applied to 45 preschool and elementary school students aged between 4 and 12 years, considering that 11 children present auditory handicap and the rest intellectual handicap, the results obtained were the following: the learning is globally 30% of the vocabulary contained in the application, 30 of 90 words. Word articulation is improved 50%; in attention span, the period of attention increased from 3 to about 9 minutes.
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Conference papers on the topic "Children ages 8-12"

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "Effect of Trained Parenting on the Development of Autistic Children at Autism Schools in Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.83.

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ABSTRACT Background: Autistic children are unique individuals who have different abilities and characteristics, so that they have different ways of interacting with themselves and the environment. The development of interest in children with autism can be hampered. Parenting in children with autism includes parents of autistic children who provide emotional, social, informational and practical support to develop children’s interests with autism. Based on the results of a preliminary study conducted by the author at 8 Special Schools (SLB) in Yogyakarta and Ponorogo, East Java, most parents (93%) thought that enrolling autistic children in special schools (SLB) meant that their efforts had been said. enough. The purpose of this study was to analyze the effect of parenting on the development of interest in autistic children in autistic schools. Subject and Method: This was a quasi-experiment pretest-posttest design with control group design conducted at the seven autism schools in Yogyakarta and one autism school in Ponorogo, East Java. A sample of autistic children selected by purposive sampling with the criteria of a pair of parents with autistic children aged 6-12 years. The dependent variable was development of interest in children with autism. The independent variable was parenting. The first observation was to determine the development of interest in children with autism before being given parenting and the second observation after being given parenting. Data was analyzed by bivariate analysis by Wilcoxon Rank Test. Results: The development of interest in autistic children was higher after the intervention with trained parenting than before, and it was statistically significant (p &lt;0.001). Conclusion: Giving trained parenting is effective in increasing the development of interest in children with autism in Autism Schools in Yogyakarta and Ponorogo, East Java. Keywords: Parenting, interest development, autistic children Correspondence: Atik Badi’ah. School of Health Sciences, Yogyakarta. Email: atik.cahyo@yahoo.com. Mobile: +628164267407. DOI: https://doi.org/10.26911/the7thicph.03.83
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Radovanović, Dragan, and Emilija Stojanović. "ANTI-DOPING PROGRAMS IN CONTEMPORARY SOCIAL AND EDUCATIONAL CONTEXT." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.373r.

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Anti-doping programs are implemented for the purpose of preservation of the essential value in sports, which is often termed „spirit of sport“ and represents the foundation of Olympism. Therefore, doping is fundamentally opposed to the spirit of sport. Anti-doping programs directed towards the children aged 8 to 12 years have a teaching character, with the aim of the education about the values of respect, equity, and inclusion. During the last three decades, the use of doping substances by adolescents and individuals who cannot be recognized as athletes in accordance with the World Anti-Doping Code has become a significant problem in modern society. Physical education teachers and sports coaches should have special training to be able to recognize behavioural symptoms in their students or clients as potential users of doping substances. All the adverse effects of doping substances use on physical and psychological health should be explained in detail in a plastic, vivid, and concrete way, stressing the seriousness and long-lasting nature of these effects. Since the use of doping frequently starts in the period of early adolescence, the education to fight it should be introduced as early as the school age.
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De Abreu Porcellis, Diego, Marcelo Siedler, and Marizele Garcia. "LUDUS-Desenvolvimento de um Jogo para Auxiliar no Aprendizado de Matemática para Alunos com Autismo." In Computer on the Beach. Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p615-618.

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The present work was created from the need to develop educational tools that can be used in the Multimedia Resource Rooms of the Bagémunicipal education network, especially with children with autism. The software requirements were defined from meetings with the team of teachers and professionals who work in the Specialized Educational Service of General Emilio Luiz Malletschool, chosen as pilot of this project because it is one of the first schools to be contemplated with the classroom. resources. Among the listed requirements was prioritized to attend students aged 8-12 years and activities related to the four fundamental operations of mathematics: addition, subtraction, multiplication and division. As the purpose of the app is to support the teaching of students in the early grades of elementary school with autism. Thus, after the definition of the contents and the type of application, began to study the autistic universe and its particularities so that it was possible to design and develop an attractive game for this student
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Reports on the topic "Children ages 8-12"

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

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