Relevant bibliographies by topics / Children Education

Contents

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

Academic literature on the topic 'Children Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Children Education"

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Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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Nurmukhamedova, Laylo Sh. "LABOR EDUCATION OF CHILDREN WITH SPECIAL EDUCATION NEEDS." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 42–46. http://dx.doi.org/10.37547/tajssei/volume06issue06-08.

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A number of laws and decisions of our state have included the measures related to the full education of children with special needs, the support of the society, their integration into the society along with the healthy ones, and adaptation in social life.
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Abdullayeva, Maryambibi Djumaniyazovna. "SPIRITUAL EDUCATION OF PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 147–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-27.

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This article will focus on the necessary aspects of the coverage of preschool educational organizations for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary school will not be effective enough. That is, educational adaptation - adaptation in a child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical, psychological unavailability. The article examines the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
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Shakhnoza, Rakhmonova. "METHODS OF PROVIDING AESTHETIC EDUCATION TO CHILDREN IN PRE-SCHOOL EDUCATIONAL ORGANIZATIONS." Oriental Journal of Education 03, no. 02 (2023): 25–30. http://dx.doi.org/10.37547/supsci-oje-03-02-05.

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Kilichova, Marhabo Khudoykulovna. "LITTLE FEATURES OF FOREIGN EXPERIENCE IN EDUCATION OF CHILDREN IN PRESCHOOL EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 241–46. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-43.

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This article discusses the specifics of foreign experience in raising children in preschool education. In Japan, Korea, the United States, Germany, the United Kingdom, and Russia, the preschool education system has its own peculiarities of child rearing. There are also specific recommendations on the correct choice of educational tools in preschool education. It was also noted that an analytical approach is needed in the use of best practices abroad. The specifics of the entire national education system are also highlighted, and the main tasks of pre-school education and upbringing in Uzbekistan are outlined.
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Khashimova, Yorkinoy I. "FORMATION OF ECONOMIC EDUCATION IN PRESCHOOL CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (2022): 59–66. http://dx.doi.org/10.55640/eijmrms-02-06-11.

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In modern conditions of the development of society and the formation of a market economy, the success of each person, and hence the prosperity of society as a whole, is possible only if the majority of people consciously, based on traditions and personal experience, act in accordance with objectively existing laws. To ensure their future in the new market conditions, completely new requirements are being put forward for preparing the future generation to participate in production and forming a willingness to be included in modern forms of economic relations, which is possible subject to studying the theory and practice of economics and shaping the economic thinking of the younger generation. This is also indicated in the concept of economic education in a secondary vocational school.
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Nyugap, Charly R. "Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (2018): 1172–82. http://dx.doi.org/10.31142/ijtsrd18843.

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Shegebaeva, G., and A. Alimbekova. "NUTRITION EDUCATION IN PRESCHOOL CHILDREN." Sciences of Europe, no. 150 (October 13, 2024): 59–62. https://doi.org/10.5281/zenodo.13926380.

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The first six years of a child’s life mark a period of rapid physical, emotional and mental development. During these formative years, they also interact with the social environment at the most intensive level. Early childhood development pertains to physical, mental and social growth and consists of various interventions, such as those involving the promotion of nutrition, health and mental and social development. Nutrition education plays a vital role in bringing about a greater awareness of the value nutrition has in adopting a healthy lifestyle. Broadly speaking, education is transformative, providing knowledge through instruction that first acts upon the attitudes of a person and then goes on to influence their behavior. The earlier this process begins, the more effective it is. That is why the provision of training as early as the pre-school years can be viewed as a future investment, considering that the healthy eating habits are formed at early ages. The aim of nutrition education, therefore, is to instruct children on how to adopt an adequate and balanced diet, eliminate unhealthy eating habits, use food resources economically by improving nutritional conditions and preserve the well-being of the body. By providing children with nutrition education during the preschool period, their future eating habits can be shaped in a healthy manner.
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Dave, Nigam. "Refugee Children: Education in Emergencies for Empowerment." Liberal Studies 1, no. 2 (2016): 185–90. https://doi.org/10.5281/zenodo.3372185.

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A famous Nigerian proverb says, “It takes an entire village to raise a child.” Today, when the world is facing one of the greatest migration crisis it has encountered, as a global village, the world as a whole would have to get together to solve the issue and ensure that children who are the most vulnerable victims of forced migration do not get impacted immeasurably. The United Nations High Commissioner for Refugees (UNHCR) report 2015, hints at an alarming status, that of the world’s total refugee population, about 51 percent are children below 18. The United Nations Children’s Fund (UNICEF) has already launched a campaign ‘No Lost Generation’ that is focused on providing access to quality education to refugee children. Lebanon which is encountering a great rush of Syrian refugees had started in 2014, a program called ‘Reaching All Children with Education’ (RACE). The British Council has even gone a step further in providing online support to aspirants of higher education. They have started a program called ‘Language and Academic Skills and E-Learning Resource’ (LASER). It aims at providing entry level competence to people from 18–25 to enrol in tertiary education. The Bolivarian Republic of Venezuela has provided unrestricted access to education, to migrants at all levels and given a right to free education to all refugee children. However, the gravity of the problem is so very huge that a major gap in providing access to education and receiving it still exists for the refugee children.
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Dilbar, Sadullayeva. "IMPORTANCE OF PRE-SCHOOL EDUCATIONAL INSTITUTION AND METHODS OF ITS DEVELOPMENT IN THE EDUCATION AND EDUCATION OF YOUNG CHILDREN." International Journal of Pedagogics 4, no. 1 (2024): 46–48. http://dx.doi.org/10.37547/ijp/volume04issue01-09.

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Dissertations / Theses on the topic "Children Education"

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TIRIBA, LEA VELOCINA VARGAS. "CHILDREN, NATURE AND CHILDRENNULLS EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7704@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Este estudo tem como pressuposto a idéia de que há uma relação entre degradação das condições ambientais do planeta e desatenção às necessidades e desejos das crianças em espaços de Educação Infantil. Entendendo que os seres humanos são, simultaneamente, seres de cultura e de natureza; e que o pertencimento à natureza foi se perdendo no processo de produção da visão de mundo moderna, a pesquisa buscou elementos para a compreensão das conexões entre esta visão dicotômica e o modo de funcionamento de instituições educacionais. O referencial para conectar os planos micro e macro-políticos foi encontrado nos campos da ecologia, do feminismo e da micropolítica. A pesquisa de campo desenvolveu-se em parceria com uma instância de formação da Secretaria Municipal de Educação de Blumenau (SEMED), Santa Catarina; e envolveu profissionais dos Centros de Educação Infantil (CEIs), que atendem à crianças na faixa etária de 0 a 6 anos, em horário integral. Através de uma investigação qualitativa que inclui observação participante, questionários e entrevistas, foram analisados os espaços físicos de 70% dos CEIs de Blumenau, no que se refere à tempo ao ar livre e contato com elementos do mundo natural, como terra, areia, água e vegetação. A pesquisa inclui, ainda, entrevistas com as profissionais que atuam junto às crianças, buscando elementos para a compreensão do conjunto de referências conceituais que definem um cotidiano distanciado da natureza. Os dados obtidos revelam concepções e práticas educacionais coerentes com uma visão de mundo que separa ser humano e natureza, corpo e mente, razão e emoção. Nesta medida, contribuem para a reprodução de um modo de funcionamento social que é gerador de desequilíbrio ambiental, desigualdade social e sofrimento pessoal.<br>This study is based on the idea that there is a relationship between the degradation of the environmental conditions of the planet and the lack of attention to children needs and wishes in Childish Education. If there is an undertanding that human beings are, at the same time, culture and nature beings and that the nature perception has been lost during the production process of the modern world vision, the research gathered elements for the comprehension of the relationships between this docotomic vision and the way educational institutions work. The references to connect the micro and macro political plans was found in ecology, feminism and micro political fields. The field research was developed through a partnership with a formation instancy of the Education Municipal Secretary in Blumenau, Santa Catarina; it involved professionals of the Childish Education Centers (CECs), that attend to children from 0 up to 6 years old, in a full time mode. Through a qualitative investigation which includes the participant observation, answers to interviews and questionnaires, the physical spaces of 70% of Blumenau CECs were analysed, regarding the out of door time and contact with elements of the natural world, such as sand, ground, water and vegetation. The research also includes interviews with the professionals who act with the children, searching elements to understand the set of conceptual references which define an everyday far away from nature. The obtained data show educational conceptions and practices that are consonant to a world vision which put apart human being and nature, body and mind, good sense and emotion. Thus, they contribute for the reproduction of a kind of social working method which generates environmental unstability, social inequality and personal suffering.
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Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.
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Coates, Janine Kim. "Let the children have their say : experiences of children with special educational needs in physical education." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5972/.

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Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
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Wood, Margot. "Children's theatre : in search of an approach to theatre by children, for children." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50296.

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Thesis (MA)--Stellenbosch University, 2005.<br>ENGLISH ABSTRACT: Children's Theatre, although appreciated by participants, has largely been marginalized, even by practitioners in theatre. It is still viewed as a lesser form oftheatre and as a dumping ground for resources from adult theatre. There are two main areas of focus as far as the field of drama for children is concerned. Both areas are based on the notion that play is an important and beneficial part of child development and that dramatic play is a natural development of free play. This study examines the similiarities and differences between the two approaches. The one area concerns itself with creative or educational drama where the child participates in drama activities, usually within a classroom situation. The other area, which is, in fact, the main focus of this study, concerns itself with theatrical presentation for children, i.e. Children's Theatre. Children's Theatre, with adults as the performers, is the most familiar form of Children's Theatre and yet, the one form which directly influences most children, in particular through participation in the school play, is Children's Theatre where children are the performers themselves, in other words, a form of participational theatre. This form of theatre has the potential for influencing children's lives immensely and yet it is often left to persons with no expertise in the field to lead such projects. The opportunity for truly enriching the participants' lives is often lost through poor methodology. Historically, the aims and values set for Children's Theatre have also undergone development to the point where a synthesis has been reached where equal emphasis is to be placed on the quality of the end product as well as the process by which such end product has been reached. A number of problems and issues specific to working in Children's Theatre are examined as they occur in different settings. These include problems concerning script, venue, the child audience and audience participation and problems dealing specifically with the process of directing a cast of children. Possible solutions to these problems are investigated. An approach, based on the theories of practitioners in the field, as well as the results of a number of practical projects, will be formulated. The practical projects will be used to investigate certain viewpoints expressed by practitioners in the field. The approach formulated should not only encourage work of a high artistic standard but should also be based on sound educational principles. Central to this is the approach and style of the director who, in Children's Theatre, is far more than just a director of a theatrical presentation. The director in Children's Theatre is always teacher and director at once.<br>AFRIKAASNE OPSOMMING: Kinderteater, alhoewel gewild onder deelnemers, is grootliks gemarginaliseer, selfs deur praktisyns in teater. Dit word steeds gesien as 'n mindere teatervorm en 'n stortingsterrein vir hulpbronne van volwasse teater. Daar is twee hoof fokusareas wat drama vir kinders aanbetref. Beide areas is gebaseer op die idee dat spel 'n belangrike en voordelige aspek van kinderontwikkeling is en dramatiese spel 'n natuurlike ontwikkeling van vrye spel. Hierdie studie ondersoek die ooreenkomste en verskille tussen die twee areas. Die een area fokus op kreatiewe of opvoedkundige drama waar die kind deelneem aan drama aktiwiteite, gewoonlik binne 'n klaskamer opset. Die ander area, wat die fokusarea van hierdie studie is, is gemoeid met verhoogaanbiedings vir kinders, dus Kinderteater. Kinderteater, waar volwassenes die spelers is, is die meer bekende vorm van Kinderteater en tog is Kinderteater waar kinders die optreders is, die vorm wat meer kinders beïnvloed, veral deur deelname aan die skoolproduksie. Hier is kinders self die optreders in 'n vorm van deelnemende teater. Hierdie vorm van Kinderteater het die potensiaal om kinders gewelding te beïnvloed en tog word dit dikwels oorgelaat aan persone sonder die nodige kennis op die gebied om sulke projekte te lei. Die geleentheid om kinders positief te verryk raak verlore as gevolg van swak metodologie. Histories het die waardes en oogmerke rondom Kinderteater onwikkeling ondergaan tot die punt waar 'n sintese bereik is waar klem gelê word op die kwaliteit van beide die finale produk en die proses waardeur die eindproduk bereik is. 'n Aantal probleme en kwessies wat eie is aan werk binne Kinderteater sal ondersoek word soos hulle voorkom binne verskeie opsette. Hierby word ingesluit probleme met teks, speelarea, die kindergehoor en gehoordeelname en probleme wat spesifiek handeloor die proses van regie vir kinders as spelers. Moontlike oplossing vir hierdie probleme salondersoek word. 'n Benadering gebaseer op die teorieë van praktisyns op die gebied sowel as die uitslae van 'n aantal praktiese projekte, sal geformuleer word. Die praktiese projekte sal gebruik word om die menings van praktisyns op die gebied te ondersoek. Die benadering moet werk van 'n hoogstaande artistieke gehalte bevorder en moet gebaseer wees op deurgronde onderwysbeginsels. Sentraal tot so 'n benadering is die aanslag en styl van die regisseur wat in Kinderteater veel meer moet wees as bloot 'n regisseur van 'n verhoogopvoering. Die regisseur in Kinderteater is altyd beide onderwyser en regisseur.
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Kopelke, David. "Environmental education through listening to children." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60239/1/David_Kopelke_Thesis.pdf.

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Environmental education centres contribute to schools and communities in Environmental Education and Education for Sustainability through nature and urban -based, experiential learning and action learning approaches. An underlying assumption of these centres is that intensive, short-term, outdoor/environmental education experiences can change key attitudes and/or actions leading to positive environmental behaviour. This study reflects the interests of a researching professional who investigated aspects of a program that he designed and implemented as principal of an environmental education centre. Most evaluations of similar programs have used quasi-experimental designs to measure the program outcomes. However, this study considered the experiences of the program from the perspectives of a group of key stakeholders often overlooked in the literature; the children who participated in the program. This study examined children’s accounts of their own experiences in order to contribute new understandings of children’s perspectives and how they can be considered when designing and implementing environmental education programs. This research drew on key theoretical assumptions derived from the sociology of childhood. Within sociology of childhood, children are considered to be competent practitioners within their social worlds, who, through their talk and interaction, participate actively in the construction of their own social situations. This approach also views children as capable and competent learners who construct their knowledge through everyday participation in social experiences. This study set out to generate children’s own accounts of their experiences of a five day residential program at the Centre. In total, 54 children participated in the study that used a multi-faceted data collection approach that included conversations, drawings, photographs and journal writing. Using content analysis, data were analysed by means of an inductive approach to develop themes related to the children’s perspectives of their experiences. Three interrelated and co-dependent components of the experience emerged from the analysis; space and place; engagement and participation; and responsiveness and reflection. These components co-exist and construct the conditions for effective experiences in environmental education at the Centre. The first key finding was the emphasis that the children placed on being provided with somewhere where they could feel safe and comfortable to interact with their environment and engage in a range of outdoor experiences. The children identified that place was an outdoor classroom where they could participate in first-hand experiences and, at times, explore out-of-bound spaces; that is, a place where they had previously been limited, often by adults, in their opportunities to interact with nature. A second key finding was the emphasis that the children placed on engagement and participation in environmental experience. The children described participating in a range of new primary experiences that involved first-hand, experiences and also described participating in collaborative experiences that involved interacting with peers and with teachers, who appeared to behave differently to how they behaved at school. Finally, the children described a different type of interactional relationship with teachers, comparing the active educational role they played on camp to a more passive role at school where they sat at a table and the teacher wrote on the board. The final key finding was the emphasis that the children placed on responsiveness and reflection in the experience. In responding to their experiences, the children described the fun and excitement, confidence and satisfaction that they gained from the experience. The children also identified how their experiences contributed to the development of a caring-for-nature attitude and the value of a disorienting dilemma in promoting responsiveness to the environment. This disorienting dilemma was an event that caused the children to reassess their own beliefs and attitudes. From the three main findings, a theoretical framework that represented the children’s accounts of their experiences and a pedagogic approach that respected their accounts was developed. This pedagogic approach showed how a disorienting dilemma could create a disequilibrium in relation to a child’s existing ideas and experiences. As a result, children were challenged to reflect upon their existing environmental beliefs and practices. The findings of this research have implications for the field of environmental education. Adopting sociology of childhood provides an alternative foundation to research and can present a deeper understanding of what children believe, than an approach that relies solely on using scientific methods to undercover and analyse these understandings. This research demonstrates the value of gaining children’s accounts to assist educators to design environmental education programs as it can offer more than adult and educator perspectives. This study also provides understandings of environmental education practice by describing how the children engaged with informal learning situations. Finally, two sets of recommendations, drawn from this study, are made. The first set considers nine recommendations about and for future research and the second relates to redesigning of the environmental educational program at the research site, with six recommendations made.
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Yamanashi, Julie E. "Children helping children : a cooperative learning approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.

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McDaniel, Shannon. "Impact of Ritalin on behaviors of children with attention deficit hyperactivity disorder /." Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_mcdan_impac.pdf.

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Vitale, Nicole. "Social stories and social behavior in children within the autism spectrum disorder /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_vital_socia.pdf.

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Pannekoek, Linda. "What moves children to move? Pre-adolescent children’s motivation for physical education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2564.

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Based on self-determination theory and achievement goal theory, the research investigated pre-adolescent (9-12 years of age) children’s motivational orientations in physical education. Various factors were identified that impact on children's motivation. Some differences in motivation emerged based on age, gender, level of motor proficiency and national culture. The findings of the research could inform the design of physical education programs and interventions to stimulate children’s motivation to actively engage in the class.
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Books on the topic "Children Education"

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Biddulph, Mary, Simon Catling, Lauren Hammond, and John H. McKendrick. Children, Education and Geography. Routledge, 2022. http://dx.doi.org/10.4324/9781003248538.

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Kontopodis, Michalis, Christoph Wulf, and Bernd Fichtner, eds. Children, Development and Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0243-1.

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Renck Jalongo, Mary, ed. Children, Dogs and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77845-7.

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Matthew, Lipman, ed. Thinking children and education. Kendall/Hunt Pub. Co., 1993.

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Patil, Mangla D. Education amongst slum children. Printwell Publishers Distributors, 2000.

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Sengar, S. R. Singh. Children education in India. Radha Publications, 1992.

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Mishra, Brundaban Chandra. Education of tribal children. Discovery Pub. House, 1996.

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Pramanik, Rashmi. Overburdened school-going children. Concept Pub. Co., 2007.

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Great Britain. Department for Education and Employment., ed. Innovation in drug education: Protecting children through education. Department of Education and Employment, 1997.

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L, Freiberg Karen, ed. Educating exceptional children. 9th ed. Dushkin Publishing Group/Brown & Benchmark Publishers, 1997.

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Book chapters on the topic "Children Education"

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McAuley, Helen, and Peter Jackson. "Education Theory." In Educating Young Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003323600-2.

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Bayat, Mojdeh. "Education Inclusive." In Teaching Exceptional Children, 3rd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003245735-3.

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Williamson, Bill. "Children encounter education." In Lifeworlds and Change in Palestinian Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032709529-5.

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Ryan, Linda A. "Education and Children." In The Routledge Companion to John Wesley. Routledge, 2023. http://dx.doi.org/10.4324/9781003037972-28.

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Sales, Bruce D., Michael Owen Miller, and Susan R. Hall. "Education of Children." In Laws affecting clinical practice. American Psychological Association, 2005. http://dx.doi.org/10.1037/11218-007.

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Barnett, Hilaire. "Children and education." In Children's Rights and the Law. Routledge, 2021. http://dx.doi.org/10.4324/9780429452710-4.

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McAuley, Helen, and Peter Jackson. "Early Childhood Education." In Educating Young Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003323600-4.

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Steffe, Leslie P. "Children’s Mathematics and Mathematics of Children." In Research in Mathematics Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83907-8_16.

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Daniel, Paul, and John Ivatts. "Primary Education." In Children and Social Policy. Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26277-9_8.

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Cartwright, Ann. "Social Class and Education." In How Many Children? Routledge, 2024. http://dx.doi.org/10.4324/9781032716473-12.

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Conference papers on the topic "Children Education"

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Wang, Sijia, and Yuqi Li. "Early Education Robot for Preschool Children." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003169.

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With the development of society, the rise of education level and the improvement of quality of life, young parents are increasingly willing to provide more abundant and comprehensive preschool education for their children, and preschool education products have gradually become a new trend. Our team will design a children's programming robot for preschool children, to establish programming thinking for children, increase pleasure of learning, and enhance parent-child interaction space. This design adopts the methods of questionnaire survey, user interview and literature retrieval to deeply understand the pain points of children's preschool education, the development status of domestic early childhood education products, and children's preferences, so as to determine the product use process, product function structure and product packaging. The design uses on-chip sensors and priority commands combined with ergonomics and perceptual engineering. Children can play arithmetic games through the combination of the main robot and the control panel, and parents can help children learn and play through mobile application. The product have the ability to cultivate and rich preschool children's scientific way of thinking and problem-solving ability，so that children can use scientific thinking to explain the phenomena and problems in the future, and they can get all-round learning and development at last. After the usability test, the interviewees and their parents believed that the design had certain educational effect.
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Savchenko, Irina, Marina Asaeva, and Kristina Evtushenko. "EDUCATIONAL ACTIVITY OF THE EDUCATOR BASED ON THE TECHNOLOGY OF PERSONALITY-ORIENTED EDUCATION IN PRESCHOOL EDUCATION." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice". Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f730c146.90930394.

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This paper discusses the use of personal education technology for preschoolers in a children's educational institution, as well as its difference from the traditional approach to teaching children in accordance with the requirements of the Federal State Standard for Preschool Education (GEF DO).
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Liu, Miao, and Hongzhao Qi. "Product Design for Children's Life Education from the Perspective of Social Control Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.

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Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.
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Preložnjak, Barbara. "IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18320.

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The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.
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Rosca, Mariana. "Securing the Ukrainian children’s refugees´ right to education: main barriers and challenges." In Statul, securitatea şi drepturile omului în era digitală. Moldova State University, 2024. https://doi.org/10.59295/ssdoed2024.16.

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The full-scale invasion of Ukraine forced many children to flee their country and look for a safe harbour abroad. Once a safe shelter was found, the Ukrainian families looked for ways to secure their children’s right to education. Although many efforts have been made to facilitate their access to this right, many barriers and challenges persist. On one side, the host countries’ barriers, along with the Ukrainian family’s decision to enrol in Ukrainian online learning platforms, jeopardise the children´s right to education and the quality of educational provision. Due to this, we argue that online education needs specific premises to be effective, and that is difficult to achieve in the conditions of Ukrainian refugee children and families, therefore, it should be combined with onsite education because the children’s inclusion in educational systems offers more benefits, protection and gives them the knowledge and skills to live a productive, fulfilling and independent life in the future. We propose a holistic approach that combines both online and onsite schooling, along with targeted support and interventions, that can be most effective in meeting the diverse needs of refugee children and ensuring their access to quality education.
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Jenjić, Slaviša, Snježana Kević-Zrnić, and Tanja Stanković-Janković. "COMPARATIVE OVERVIEW OF ELEMENTARY MATHEMATICS CURRICULA AT THE BEGINNING OF PRIMARY EDUCATION IN THE REPUBLIC OF SRPSKA, SERBIA, AND MONTENEGRO." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.15sj.

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The cooperation between the Republic of Srpska, Serbia, and Montenegro has a historical context and is evident in economic, social, sports, and particularly educational activities. The result of such cooperation is reflected in the relative uniformity of certain curricula at all levels of education. This paper focuses on the similarities and differences in the mathematics curricula for early elementary education. The analysis covers the mathematics curricula for the first two years of elementary education within the educational systems of the abovementioned countries. A comparative multi-study was conducted to examine the similarities and differences in the curricula concerning general and specific goals, expected learning outcomes, and teaching topics. The units of analysis in this research are the mathematics curricula for the first, second, and third grades in the specified educational systems. Consequently, the study analyzed the learning objectives, learning outcomes listed in the curricula, as well as the number and titles of teaching topics. The results of the analysis, along with some implications and recommendations, are presented in the concluding considerations of the paper.
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HAHEU-MUNTEANU, Efrosinia. "Early intervention for children with special educational needs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p192-196.

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The resizing of education from the perspective of children’s rights brings a new approach to the inclusion of children with SEND (Special educational needs) , focused on the quality of early intervention, on their learning needs, on the responsibility of the educational system, as well as on the quality of teachers training to provide quality educational services to both children with typical development, as well as those with SEND and/or disabilities. The process of inclusion of children with SEND in kindergartens in the Republic of Moldova is arduous and difficult. This process, in our point of view, should not be limited in including children with SEND together in the group room and creating integrated educational spaces. In the current context, the integration of children with SEND at the level of early education institutions and beyond, has become ineffective, creating the need for a complex approach to the phenomenon. The need to resize inclusive education is primarily related to the initial and continuous training programs for teachers in the early education system, to the creation of new effective models at the national level, resulting from the current conditions of kindergartens (large number of children in groups, lack of centers of educational resources, supporting teaching staff, insufficient budget level, etc.). For a quality early intervention, it is essential to prepare educational units, including teachers by creating alternative programs with double initial training specializations.
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Riaz, Malik Sarmad, Ariane Cuenen, Davy Janssens, Kris Brijs, and Geert Wets. "Integration of gamification in a traffic education platform for children." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8174.

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Children are highly represented in injuries and fatalities caused by road accidents. The major reasons are children’s lack of ability to scan the environment, inconsistent behaviour, distraction in traffic situations, ability to estimate speed and distance, and less developed hazard perception skills. Therefore, traffic education for children is very important. This study will look at a platform about traffic education for children including gamification elements. Gamification is a relatively new concept which has gathered a lot of attention over the last few years with its application in many diverse fields. Gamification is defined as the application of game mechanics to non-game activities in order to change behaviour. The education community has discovered the power it has to increase students’ performance and engagement. The current study focuses on educating school going children on traffic safety in Flanders (Belgium). We expect the platform to be effective in increasing traffic knowledge, situation awareness, risk detection and risk management among children and a positive change in (predictors of) behaviours of children who will be using the platform. To investigate the effect of the platform, a pretest-posttest design with an intervention group and a control group will be used. Data will be collected and analyzed in the spring of 2018 and results, limitations and policy recommendations will be provided during the conference in June 2018.
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Skopljak, Margareta G., Nemanja D. Vukanović, and Tatjana V. Mihajlović. "SOCIAL-HUMANISTIC EDUCATION: HISTORICAL IDEAS AND CURRENT LEARNING OUTCOMES IN EDUCATIONAL WORK IN THE CLASS COMMUNITY." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.04ms.

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The aim of this research is to identify and analyze the presence of social-humanistic education in historical ideas and current learning outcomes of Educational Work in the class community (grades II–V), and to compare the identified outcomes with historical and contemporary ideas. In our research, we used historical, descriptive, comparative, and theoretical analysis methods. The research sample comprises the teaching plans and programs of the teachers of the subject Educational Work in the class community from the second to the fifth grade, historical and contemporary texts in which social-humanist ideas are known. Through the analysis of historical sources, we identified the aforementioned ideas, among which we highlight: social environment, pedagogical optimism, education in harmony with nature, empathetic relationships within the family, learning community, and humane relationships. The analysis of the curricula indicated a high percentage of social-humanistic education outcomes, mostly at the lower levels of cognitive processes. It also indicated that most outcomes are recognized in both historical and contemporary ideas. Pedagogical implications stress the need to modify curricula to include outcomes that encompass higher cognitive processes and tend to change according to the concentric circle principle
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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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Reports on the topic "Children Education"

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Guryan, Jonathan, Erik Hurst, and Melissa Schettini Kearney. Parental Education and Parental Time With Children. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13993.

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Krishnaratne, Shari, Howard White, and Ella Carpenter. Quality education for all children? What works in education in developing countries. International Initiative for Impact Evaluation (3ie), 2014. http://dx.doi.org/10.23846/wp0020.

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Villegas, Leslie. Increasing accountability for the education of migrant children. Emerald, 2021. http://dx.doi.org/10.35241/emeraldopenres.1114911.1.

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Mocan, Naci, and Nur Orak. Education and Preferences for Desired Traits in Children. National Bureau of Economic Research, 2024. http://dx.doi.org/10.3386/w33135.

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Hepburn, Dugald, and Lorna Christie. Online safety education. Parliamentary Office of Science and Technology, 2020. http://dx.doi.org/10.58248/pn608.

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Online technologies are an integral part of many children's lives. In 2017, the Children's Commissioner for England identified shortcomings in online safety education and a number of stakeholders have called for action to increase 'digital literacy' in the UK. Upcoming changes to the curriculum mean that aspects of online safety will be taught in all schools from 2020. This POSTnote gives an overview of how children use the internet and the opportunities and risks it presents. It provides an overview of current online safety teaching in schools and elsewhere and how this will be affected by changes in the curriculum. It also looks at the role of content filtering and age verification technologies to improve online safety.
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Seybold, Patricia. Innovation in Education: School Children Improve their Families’ Livelihoods. Patricia Seybold Group, 2009. http://dx.doi.org/10.1571/bp11-25-09cc.

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Vogl, Tom. Fertility and the Education of African Parents and Children. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w30474.

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CLARISSA. Creating Opportunities for Education. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/clarissa.2024.019.

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The Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) programme uses Action Research (AR) to understand the dynamics which drive the worst forms of child labour (WFCL), and to generate participatory innovations which help to shift these underlying dynamics and mitigate their worst effects. Through 13 Action Research Groups (ARGs) in Bangladesh and 12 groups in Nepal, the programme is generating a rich understanding – particularly through children’s lived experiences – of the complex underlying drivers of harmful work and working children and their employers are themselves defining, piloting and evaluating their own innovative actions that aim to increase children’s options to avoid WFCL. This group worked on the theme 'Creating opportunities for education'.
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Lee, Jamie, M. Mariah Voutilainen, and Crystal Green. Showcase: Emergency Education Response, Education Above All's collaborative projects for Ukraine. HundrED, 2024. http://dx.doi.org/10.58261/fgvn5877.

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Conflicts, natural disasters, and epidemics derail the lives of children. Without access to education, they risk losing their futures. Education is consistently cited as top priority for parents and children in crises, yet it is often the first service lost and last restored during emergencies. Education in emergencies requires quick response and attention to the immediate needs of the learners in crisis situations. In this collaborative project, Education Above All’s Innovation Development (EAA’s ID) directorate brought together partners Positive Education Institute (PEI) and Think Equal to join efforts in providing emergency education support for Ukrainian refugees.
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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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